Exported : 10/08/2006 10:03:56 PM
2006
Higher Education
Faculty of Health, Engineering and Science
School of Nursing and Midwifery

Courses

HBGN BACHELOR OF NURSING (GRADUATE ENTRY)
Bachelor of Nursing (Graduate Entry)
Course Code: HBGN
Course Objectives
The Course aims to provide students with the following attributes:
· a sound knowledge of the theory and practice of nursing;
· an understanding and appreciation of health and illness as it is influenced by a variety of political, social, psychological, economic, cultural, and biological factors;
· a broad range of clinical practice skills that can be used to provide care to individuals, families, and communities within the context of the promotion of health, the prevention of ill health, the management of in ill health, and attempts to promote recovery from ill health;
· comprehension nursing skills that will lead to employment and beginning practice in a broad range of health care settings;
· an ability to practice independently, in an ethical and professional manner and collaboratively in multidisciplinary settings;
· an ability institutional and social change in health care settings;
· locate, evaluate, manage and use information technology effectively.
Course Duration
This course will be offered full-time over two years.
Admission Requirements
To qualify for admission to this course applicants must be graduates of other degree programs and must have satisfactory completion of recognised graduate study in Introduction to Nursing, Human Bioscience and Psychology.
For students who have not completed the appropriate higher degree study, a bridging program is available prior to commencement of the course in order to meet the above prerequisites. The program is offered in January - February each year and will consist of the following subjects:
· Introduction to Nursing Studies;
· Human Bioscience;
· Psychology.
Bachelor of Nursing (Division 2 Entry)
Course Code: HBGN
Semester One

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNB2133	NURSING PRACTICE 2: ACUTE CARE	8	0.0830	0	$325	$325	$931
HNB2134	CLINICAL PRACTICUM 2: ACUTE CARE	8	0.0830	0	$325	$325	$931
HNB2135	NURSING PACTICE 3: HEALTH & ILLNESS IN OLDER ADULTS	8	0.0830	0	$325	$325	$931
HNB2136	CLINICAL PRACTICUM 3: HEALTH AND ILLNESS IN OLDER ADULTS	8	0.0830	0	$325	$325	$931
RBM2517	HUMAN BIOSCIENCE 3	8	0.0830	2	$463	$579	$1,031
HNB2137	ETHICS AND LEGAL STUDIES	8	0.0830	0	$325	$325	$931

Semester Two

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNB2233	NURSING PRACTICE 4: ACUTE CARE	8	0.0830	0	$325	$325	$931
HNB2234	PRACTICUM 4: ACUTE CARE	8	0.0830	0	$325	$325	$931
HNB2235	NURSING PRACTICE MENTAL HEALTH & ILLNESS	8	0.0830	0	$325	$325	$931
HNB2236	CLINICAL PRACTICUM 5 MENTAL HEALTH AND ILL	8	0.0830	0	$325	$325	$931
RBM2527	HUMAN BIOSCIENCE 4	8	0.0830	2	$463	$579	$1,031
HNB2237	NURSING THERAPEUTICS: APPLIED MEDICATION MANAGEMENT	8	0.0830	0	$325	$325	$931

Semester Three

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNB3236	TRANSISTION TO PROFESSIONAL PRACTICE	8	0.0830	0	$325	$325	$931
HNB3101	RESEARCH FOR PRACTICE	8	0.0830	0	$325	$325	$931
HNB3136	NURS PRACTICE 7 MENTAL HLTH AND ILLNESS	8	0.0830	0	$325	$325	$931
HNB3137	CLINICAL PRACTICUM 7: MENTAL HEALTH & ILLNESS	8	0.0830	0	$325	$325	$931
HNB3103	NURSING PRACTICE 6: CHILD, ADOLESCENT & FAMILY	8	0.0830	0	$325	$325	$931
HNB3104	CLINICAL PRACTICUM 6: CHILD, ADOLESCENT & FAMILY	8	0.0830	0	$325	$325	$931

Semester Four

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNB3107	NURSING PRACTICE 6: HEALTH & ILLNESS IN THE COMMUNITY	8	0.0830	0	$325	$325	$931

Nursing Practice 8: Electives

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNB3238	NURSING PRACTICE 9: (ELECTIVE) ACUTE CARE	8	0.0830	0	$325	$325	$931
HNB3239	NURSING PRACTICE 9: (ELECTIVE) MENTAL HEALTH & ILLNESS	8	0.0830	0	$325	$325	$931
HNB3247	NURSING PRACTICE 8 (ELECTIVE): CHILD, ADOLESCENT & FAMILY	8	0.0830	0	$325	$325	$931
HNB3242	NURSING PRACTICE 9: (ELECTIVE) HEALTH & ILLNESS IN OLDER ADULTS	8	0.0830	0	$325	$325	$931

Clinical Practicum 8: Electives

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNB3243	CLINICAL PRACTICUM 8: (ELECTIVE) ACUTE CARE	16	0.1670	0	$655	$655	$1,872
HNB3244	CLINICAL PRACTICUM 9: (ELECTIVE) MENTAL HEALTH & ILLNESS	16	0.1670	0	$655	$655	$1,872
HNB3248	CLINICAL PRACTICUM 8 (ELECTIVE): CHILD, ADOLESCENT & FAMILY	16	0.1670	0	$655	$655	$1,872
HNB3246	CLINICAL PRACTICUM 9: (ELECTIVE) HEALTH & ILLNESS IN OLDER ADULTS	16	0.1670	0	$655	$655	$1,872

Consolidation

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNB3250	CLINICAL PRACTICUM 9: CONSOLIDATION	16	0.1670	0	$655	$655	$1,872

HBMI Bachelor of Midwifery
Bachelor of Midwifery
Course Code: HBMI
Course Structure
(Continuing students only)
Year Two
Semester One

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNM2010	PRACTICE ALLEGIANCES	12	0.1670	0	$655	$655	$1,872
JAC0216	WITH WOMAN: RETHINKING PAIN (CONSORTIUM SUBJECT)	0	0.0000	0	$0	$0	$0
JAC0217	UNPACKING MIDWIFERY KNOWLEDGE (CONSORTIUM SUBJECT)	0	0.0000	0	$0	$0	$0
HNB2137	ETHICS AND LEGAL STUDIES	8	0.0830	0	$325	$325	$931

Semester Two

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNM2020	TOWARDS A MIDWIFE SELF	12	0.1670	0	$655	$655	$1,872
JAC0219	WOMEN'S HEALTH: SOCIOPOLITICAL CONTEXT (CONSORTIUM SUBJECT)	0	0.0000	0	$0	$0	$0
HNM7006	MIDWIVES WORKING WITH DIVERSITY	12	0.1250	1	$490	$612	$1,402
HNB1235	EVIDENCE BASED HEALTH CARE	12	0.0830	0	$325	$325	$931

Year Three
Semester One

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNM3010	NAVIGATING CHILDBEARING OBSTACLES	12	0.1670	0	$655	$655	$1,872
HNM3011	WOMEN'S HEALTH PRACTICE	12	0.1670	0	$655	$655	$1,872
HNM7007	CHILDBEARING OBSTACLES	12	0.0830	0	$325	$325	$930
JMO3105	WOMEN'S HEALTH: WOMEN'S BUSINESS (CONSORTIUM SUBJECT)	0	0.0000	0	$0	$0	$0

Semester Two

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNM3020	WORKING WITH BABIES	12	0.1670	0	$655	$655	$1,872
HNM3021	INDEPENDENT LEARNING UNIT	12	0.0830	0	$325	$325	$931
JAC0335	BABIES NEEDING EXTRA CARE (CONSORTIUM SUBJECT)	0	0.0000	0	$0	$0	$0
HNM7010	HANGING UP A SHINGLE (MONASH)	12	0.0830	0	$325	$325	$931

Professional Recognition
Graduates from this program will be eligible for registration with the Nurses Board of Victoria. Graduates may also apply for membership of the Australian College of Midwives Inc.

HBNW Bachelor of Midwifery
Bachelor of Midwifery
Course Code: HBNW
(Subject to approval by the Nurses Board of Victoria)
Course Objectives
The course aims to prepare midwives who will be able to:
· practice competently and confidently in a variety of maternity settings;
· demonstrate practice which is evidence-informed, according to the ACMI Competency Standards for Midwives (2001);
· reflect attitudes which are congruent with the philosophy of valuing women, women-centred care, and woman-midwife partnership;
· work both as a primary carer and in collaboration with other healthcare professionals in providing comprehensive care through women's reproductive life; and
· achieve employment in a variety of maternity care settings.
Admission Requirements
To qualify for admission to the course, an applicant must have successfully completed the Victorian Certificate of Education (VCE), with Units 1 and 2 Maths (any); Units 3 and 4 English and a study score of at least 25; Units 3 and 4 of at least one of the following: Biology, Chemistry, Health Education, Psychology, Human Development, Physics, or Maths (any).
Applicants who do not meet the normal admission requirements but who possess appropriate educational qualifications, work or life experiences which would enable them to successfully undertake the course, will be considered for admission.
Course Regulations
The following should be read in conjunction with the faculty regulations detailed earlier in this Handbook, and the University Statutes and Regulations.
Practical Placement
Students should note that they will be subject to safety screening (Police checks) before placement in accordance with Department of Human Services policy (March 2000). Students may also be asked to declare their immunization status to satisfy the requirements of the hospital/agency at which they will be placed.
Students' progress towards competency is gauged against the expected minimum competency rating for each semester of the course. Absence from practice placement may affect a student's ability to demonstrate the expected level of competency. Students who have been absent from practice experience during semester, are required to provide appropriate documentation (eg medical certificate or a statutory declaration) to account for their absence.
The provision of make-up time is at the discretion of the School and students should not assume that it is an automatic right. At the discretion of the School additional midwifery practice may be negotiated within a maximum stated time frame to attain competency. Students who do not provide documentary evidence or do not attend the arranged additional practice hours will incur a 'fail' grade and will be required to repeat the relevant Midwifery subjects.
Academic Progression
Unsatisfactory progress
Students will be deemed to have made unsatisfactory progress if they fail to complete the course in six calendar years (on full-time basis).
Each sequential stage of the course must be completed before progression to a subsequent stage.
Course Duration
The course is offered over three years on a full-time basis.
Course Structure
(Year 1 only commencing in 2006)
Year 1
Semester One

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
RBM1515	ANATOMY AND PHYSIOLOGY 1	8	0.0830	2	$463	$579	$1,031
APT1310	PSYCHOLOGY 1	12	0.1250	1	$490	$612	$1,402
HNM7113	FOUNDATIONS IN MIDWIFERY PRACTICE	12	0.1250	0	$490	$490	$1,401
HNM7115	MIDWIFERY STUDIES 1: THE CHILDBEARING JOURNEY	12	0.0830	0	$325	$325	$930
HNM7114	CONTINUITY OF CARE 1	12	0.0830	0	$325	$325	$930

Semester Two

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
RBM1525	ANATOMY AND PHYSIOLOGY	8	0.0830	2	$463	$579	$1,031
HNB1115	HEALTHCARE LAW AND ETHICS	12	0.0830	1	$325	$406	$931
HNM7201	MIDWIFERY STUDIES 2: THE CHILDBEARING JOURNEY	12	0.0830	0	$325	$325	$930
HNM7202	MIDWIFERY PRACTICE 2: THE CHILDBEARING JOURNEY	12	0.2500	0	$980	$980	$2,802

Year 2
Semester Three

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
ASE1320	SOCIOLOGY OF INDIGENOUS HEALTH	8	0.0830	0	$325	$325	$931
RBM2528	PATHOPHYSIOLOGY IN MIDWIFERY	12	0.0830	2	$463	$579	$1,031
HNM7203	MIDWIFERY STUDIES 3: CHILDBEARING COMPLICATIONS	12	0.0830	0	$325	$325	$930
HNM7204	MIDWIFERY PRACTICE 3: CHILDBEARING COMPLICATIONS	12	0.2500	0	$980	$980	$2,802

Semester Four

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNB3101	RESEARCH FOR PRACTICE	8	0.0830	0	$325	$325	$931
HNM7205	MIDWIVES WRKG WITH WOMEN FROM DIV BCKGRD	12	0.0830	0	$325	$325	$931
HNM7206	MIDWIFERY STUDIES 4 WOMENS HEALTH	16	0.1670	0	$655	$655	$1,872
HNM7207
HNM7208	CONTINUITY OF CARE TWO	12	0.0830	0	$325	$325	$931

Year 3
Semester Five

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNB7309	APPLIED MEDICATION MANAGEMENT	12	0.0830	0	$325	$325	$931
HNM7310	MIDWIFERY STUDIES 5 CHILDBEARING COMPLIC	12	0.0830	0	$325	$325	$931
HNM7311	MIDWIFE PRAC 5 CHILDBEARING COMPLICATION	12	0.2500	0	$980	$980	$2,803
HNM7312	CONTINUITY OF CARE THREE	12	0.0830	0	$325	$325	$931

Semester Six

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNM7313	MIDWIFERY STUD 6-BABIES NEED EXTRA CARE	12	0.0830	0	$325	$325	$931
HNM7314	MIDWIFERY PRAC 6-BABIES NEED EXTRA CARE	12	0.1670	0	$655	$655	$1,872
HNM7315	MIDWIFERY PRACTICE 7 CONSOLIDATION	12	0.2500	0	$980	$980	$2,803

For theoretical subjects 1 credit point = 7 hours approximately
For clinical subjects 1 credit point = 10 hours approximately but varies according to NBV requirements.

HBPN Bachelor of Nursing (Post-Registration)
Bachelor of Nursing (Post-Registration)
Course Code: HBPN
(Course not offered in 2006)
Course Objectives
This course aims to:
· develop and enhance interpersonal and group skills;
· describe, subject to critical analysis, and apply to practice, some contemporary theories of nursing and models of practice;
· examine several of the current issues and trends related to nursing and health care and consider their implications for practice and the provision of service to the community;
· gain knowledge and skills in various research methods and develop competence in conducting research;
· extend knowledge, deepen understanding and increase competence in a chosen field of practice; and
· explore and pursue alternative approaches to nursing practice within the context of the Australian health care system.
Course Duration
The course is offered over one year on a full-time basis or part-time equivalent.
Admission Requirements
To qualify for admission to the course applicants must be registered as a Division 1, 3 or 4 nurse; and hold, or be eligible to hold, a current Practising Certificate with the Nurses Board of Victoria.
Diplomates who wish to apply for entry are invited to seek exemption for up to fifty per cent (50 per cent) of the course. It should be noted, however, that the subject HHR1243 Nursing Studies 3 Clinical Project is not available for exemption.
Preference will be given to non-diplomate applicants who have completed a degree preparation course, for example Learning Options or similar bridging course.
Course Structure
Semester One

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HHF1124	ISSUES AND TRENDS IN HEALTH	12	0.1250	2	$698	$872	$1,553
HHF1125	KNOWLEDGE AND NURSING KNOWLEDGE	12	0.1670	0	$655	$655	$1,872
HHF1243

Semester Two

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNB1234	PROFESSIONAL NURSING 2	12	0.1250	0	$490	$490	$1,401
HNB3237	RESEARCH PRACTICE	12	0.0830	0	$325	$325	$930

Nursing Studies (1) electives 12 40
Nursing Studies (2) elective 12 40
Electives
Semester One/Semester Two

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNB1235	EVIDENCE BASED HEALTH CARE	12	0.0830	0	$325	$325	$931

(Nursing Studies 1 elective)

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNB3236	TRANSISTION TO PROFESSIONAL PRACTICE	8	0.0830	0	$325	$325	$931

(Nursing studies 2 elective)
Electives to be offered offshore only.

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HHE1673	HEALTH ASSESSMENT	0	0.0000	0	$0	$0	$0
HHE0001	INTRODUCTION TO NURSING MANAGEMENT	0	0.0000	0	$0	$0	$0

HBRN Bachelor of Nursing (Pre-Registration)
Bachelor of Nursing (Pre-Registration)
Course Code: HBRN
Course Objectives
The aims of the course are to:
· prepare competent beginning nurse practitioners who are eligible and able to practice in a variety of health care settings;
· provide an education which contributes to the student's personal, professional, and intellectual growth;
· prepare students in ways to help them begin to deal with the world of work with its attendant uncertainties, ambiguities, conflicts and change.
· prepare students who can participate effectively in a teamwork approach; and
· enable graduates to register professionally as Division 1 nurses with the Nurses Board of Victoria
Course Duration
The course is offered over three years on a full-time or part-time equivalent.
Admission Requirements
To qualify for admission to the course applicants must have successfully completed the Victorian certificate of Education (VCE) including Units 3 and 4 with a study score of at least 25 in English any and study score of at least 20 in one of biology, chemistry, health and human development, physics, psychology or mathematics (any combination).
Applicants who do not meet the normal admission requirements but who process appropriate educational qualifications, work or life experiences which would enable them to successfully undertake the course, will be considered for admission.
Course Structure
Year 1
Semester One

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNB1113	FOUNDATIONS IN PROFESSIONAL PRACTICE	12	0.1250	0	$490	$490	$1,401
HNB1114	HEALTCHCARE INFORMATICS	12	0.0830	0	$325	$325	$930
RBM1519	HUMAN BIOSCIENCE 1: BODY STRUCTURE & FUNCTION	12	0.0830	2	$463	$579	$1,031
APT1311	PSYCHOLOGY ACROSS THE LIFESPAN	12	0.1250	1	$490	$612	$1,402
HNB1115	HEALTHCARE LAW AND ETHICS	12	0.0830	1	$325	$406	$931

Semester Two

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNB1232	NURSING PRACTICE 1: ACUTE CARE	12	0.1670	0	$654	$654	$1,872
HNB1233	CLINICAL PRACTICUM 1: ACUTE CARE	12	0.0830	0	$325	$325	$930
ASE1320	SOCIOLOGY OF INDIGENOUS HEALTH	8	0.0830	0	$325	$325	$931
HNB3101	RESEARCH FOR PRACTICE	8	0.0830	0	$325	$325	$931
RBM1530	HUMAN BIOSCIENCE 2ODY STRUCT. & FUNCT.	12	0.0830	0	$325	$325	$931

Year 2
Semester One

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNB2133	NURSING PRACTICE 2: ACUTE CARE	8	0.0830	0	$325	$325	$931
HNB2134	CLINICAL PRACTICUM 2: ACUTE CARE	8	0.0830	0	$325	$325	$931
HNB2135	NURSING PACTICE 3: HEALTH & ILLNESS IN OLDER ADULTS	8	0.0830	0	$325	$325	$931
HNB2136	CLINICAL PRACTICUM 3: HEALTH AND ILLNESS IN OLDER ADULTS	8	0.0830	0	$325	$325	$931
HNB2137	ETHICS AND LEGAL STUDIES	8	0.0830	0	$325	$325	$931
RBM2517	HUMAN BIOSCIENCE 3	8	0.0830	2	$463	$579	$1,031

Semester Two

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNB2233	NURSING PRACTICE 4: ACUTE CARE	8	0.0830	0	$325	$325	$931
HNB2234	PRACTICUM 4: ACUTE CARE	8	0.0830	0	$325	$325	$931
HNB2235	NURSING PRACTICE MENTAL HEALTH & ILLNESS	8	0.0830	0	$325	$325	$931
HNB2236	CLINICAL PRACTICUM 5 MENTAL HEALTH AND ILL	8	0.0830	0	$325	$325	$931
HNB2237	NURSING THERAPEUTICS: APPLIED MEDICATION MANAGEMENT	8	0.0830	0	$325	$325	$931
RBM2527	HUMAN BIOSCIENCE 4	8	0.0830	2	$463	$579	$1,031

Mental Health & Illness 16 140
Year 3
Semester One

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNB3236	TRANSISTION TO PROFESSIONAL PRACTICE	8	0.0830	0	$325	$325	$931
HNB3101	RESEARCH FOR PRACTICE	8	0.0830	0	$325	$325	$931
HNB3103	NURSING PRACTICE 6: CHILD, ADOLESCENT & FAMILY	8	0.0830	0	$325	$325	$931
HNB3104	CLINICAL PRACTICUM 6: CHILD, ADOLESCENT & FAMILY	8	0.0830	0	$325	$325	$931
HNB3136	NURS PRACTICE 7 MENTAL HLTH AND ILLNESS	8	0.0830	0	$325	$325	$931
HNB3137	CLINICAL PRACTICUM 7: MENTAL HEALTH & ILLNESS	8	0.0830	0	$325	$325	$931

Semester Two

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNB3107	NURSING PRACTICE 6: HEALTH & ILLNESS IN THE COMMUNITY	8	0.0830	0	$325	$325	$931

Nursing Practice 8: Electives (Choose one)

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNB3238	NURSING PRACTICE 9: (ELECTIVE) ACUTE CARE	8	0.0830	0	$325	$325	$931
HNB3239	NURSING PRACTICE 9: (ELECTIVE) MENTAL HEALTH & ILLNESS	8	0.0830	0	$325	$325	$931
HNB3247	NURSING PRACTICE 8 (ELECTIVE): CHILD, ADOLESCENT & FAMILY	8	0.0830	0	$325	$325	$931
HNB3242	NURSING PRACTICE 9: (ELECTIVE) HEALTH & ILLNESS IN OLDER ADULTS	8	0.0830	0	$325	$325	$931

Clinical Practicum 8: Electives (Choose one)

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNB3243	CLINICAL PRACTICUM 8: (ELECTIVE) ACUTE CARE	16	0.1670	0	$655	$655	$1,872
HNB3244	CLINICAL PRACTICUM 9: (ELECTIVE) MENTAL HEALTH & ILLNESS	16	0.1670	0	$655	$655	$1,872
HNB3248	CLINICAL PRACTICUM 8 (ELECTIVE): CHILD, ADOLESCENT & FAMILY	16	0.1670	0	$655	$655	$1,872
HNB3246	CLINICAL PRACTICUM 9: (ELECTIVE) HEALTH & ILLNESS IN OLDER ADULTS	16	0.1670	0	$655	$655	$1,872

Consolidation

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNB3250	CLINICAL PRACTICUM 9: CONSOLIDATION	16	0.1670	0	$655	$655	$1,872

HBUN Bachelor of Nursing (Pre-Registration)
Bachelor of Nursing (Pre-Registration)
Course Code: HBUN
Year Two
(Continuing Students Only)
Semester One

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNB2133	NURSING PRACTICE 2: ACUTE CARE	8	0.0830	0	$325	$325	$931
HNB2134	CLINICAL PRACTICUM 2: ACUTE CARE	8	0.0830	0	$325	$325	$931
HNB2135	NURSING PACTICE 3: HEALTH & ILLNESS IN OLDER ADULTS	8	0.0830	0	$325	$325	$931
HNB2136	CLINICAL PRACTICUM 3: HEALTH AND ILLNESS IN OLDER ADULTS	8	0.0830	0	$325	$325	$931
RBM2517	HUMAN BIOSCIENCE 3	8	0.0830	2	$463	$579	$1,031
HNB2137	ETHICS AND LEGAL STUDIES	8	0.0830	0	$325	$325	$931

Semester Two

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNB2233	NURSING PRACTICE 4: ACUTE CARE	8	0.0830	0	$325	$325	$931
HNB2234	PRACTICUM 4: ACUTE CARE	8	0.0830	0	$325	$325	$931
HNB2235	NURSING PRACTICE MENTAL HEALTH & ILLNESS	8	0.0830	0	$325	$325	$931
HNB2236	CLINICAL PRACTICUM 5 MENTAL HEALTH AND ILL	8	0.0830	0	$325	$325	$931
RBM2527	HUMAN BIOSCIENCE 4	8	0.0830	2	$463	$579	$1,031
HNB2237	NURSING THERAPEUTICS: APPLIED MEDICATION MANAGEMENT	8	0.0830	0	$325	$325	$931

Year Three
Semester One

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNB3236	TRANSISTION TO PROFESSIONAL PRACTICE	8	0.0830	0	$325	$325	$931
HNB3101	RESEARCH FOR PRACTICE	8	0.0830	0	$325	$325	$931
HNB3103	NURSING PRACTICE 6: CHILD, ADOLESCENT & FAMILY	8	0.0830	0	$325	$325	$931
HNB3104	CLINICAL PRACTICUM 6: CHILD, ADOLESCENT & FAMILY	8	0.0830	0	$325	$325	$931
HNB3136	NURS PRACTICE 7 MENTAL HLTH AND ILLNESS	8	0.0830	0	$325	$325	$931
HNB3137	CLINICAL PRACTICUM 7: MENTAL HEALTH & ILLNESS	8	0.0830	0	$325	$325	$931

Semester Two

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNB3107	NURSING PRACTICE 6: HEALTH & ILLNESS IN THE COMMUNITY	8	0.0830	0	$325	$325	$931

Nursing Practice 8: Electives

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNB3238	NURSING PRACTICE 9: (ELECTIVE) ACUTE CARE	8	0.0830	0	$325	$325	$931
HNB3239	NURSING PRACTICE 9: (ELECTIVE) MENTAL HEALTH & ILLNESS	8	0.0830	0	$325	$325	$931
HNB3247	NURSING PRACTICE 8 (ELECTIVE): CHILD, ADOLESCENT & FAMILY	8	0.0830	0	$325	$325	$931
HNB3242	NURSING PRACTICE 9: (ELECTIVE) HEALTH & ILLNESS IN OLDER ADULTS	8	0.0830	0	$325	$325	$931

Clinical Practicum 8: Electives

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNB3243	CLINICAL PRACTICUM 8: (ELECTIVE) ACUTE CARE	16	0.1670	0	$655	$655	$1,872
HNB3244	CLINICAL PRACTICUM 9: (ELECTIVE) MENTAL HEALTH & ILLNESS	16	0.1670	0	$655	$655	$1,872
HNB3248	CLINICAL PRACTICUM 8 (ELECTIVE): CHILD, ADOLESCENT & FAMILY	16	0.1670	0	$655	$655	$1,872
HNB3246	CLINICAL PRACTICUM 9: (ELECTIVE) HEALTH & ILLNESS IN OLDER ADULTS	16	0.1670	0	$655	$655	$1,872

Consolidation

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNB3250	CLINICAL PRACTICUM 9: CONSOLIDATION	16	0.1670	0	$655	$655	$1,872

Career Prospects
Career opportunities for Division 1 Registered Nurses are available in clinical practice, clinical management, education and research areas. Nurses are able to practice in a range of settings including hospitals community and mental health agencies, aged care and health care industries.
Course Regulations
The following should be read in conjunction with the Faculty Regulations detailed earlier in this Handbook, and the University Statutes and Regulations.
Clinical Placement
Students should note that they will be subject to safety screening (Victoria Police) checks before placement, in accordance with Department of Human Services policy. Students will also be asked to declare their immunisation status to satisfy the requirements of the hospital/agency at which they will be placed.
Clinical Makeup
Students who have been absent from clinical experience during semester, are required to provide appropriate documentation (e.g. medical certificate or a statutory declaration) to account for their absence.
Absence from clinical placement may affect a student's ability to demonstrate an acceptable level of competency. Students will be rated as 'incomplete' if documentary evidence for their absence can be provided. Further clinical learning and assessment may be offered to replace the day/s of absence. The provision of make-up time is at the discretion of the School and students should not assume that it is an automatic right. Students who do not provide documentary evidence or do not attend the arranged clinical make-up will incur a 'fail' or 'unacceptable' grade and will be required to repeat the relevant Nursing subject.

HBVN Bachelor of Nursing (Division 2 Entry)
Bachelor of Nursing (Division 2 Entry)
Course Code: HBVN
Semester One

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNB2133	NURSING PRACTICE 2: ACUTE CARE	8	0.0830	0	$325	$325	$931
HNB2134	CLINICAL PRACTICUM 2: ACUTE CARE	8	0.0830	0	$325	$325	$931
HNB2135	NURSING PACTICE 3: HEALTH & ILLNESS IN OLDER ADULTS	8	0.0830	0	$325	$325	$931
HNB2136	CLINICAL PRACTICUM 3: HEALTH AND ILLNESS IN OLDER ADULTS	8	0.0830	0	$325	$325	$931
RBM2517	HUMAN BIOSCIENCE 3	8	0.0830	2	$463	$579	$1,031
HNB2137	ETHICS AND LEGAL STUDIES	8	0.0830	0	$325	$325	$931

Semester Two

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNB2233	NURSING PRACTICE 4: ACUTE CARE	8	0.0830	0	$325	$325	$931
HNB2234	PRACTICUM 4: ACUTE CARE	8	0.0830	0	$325	$325	$931
HNB2235	NURSING PRACTICE MENTAL HEALTH & ILLNESS	8	0.0830	0	$325	$325	$931
HNB2236	CLINICAL PRACTICUM 5 MENTAL HEALTH AND ILL	8	0.0830	0	$325	$325	$931
RBM2527	HUMAN BIOSCIENCE 4	8	0.0830	2	$463	$579	$1,031
HNB2237	NURSING THERAPEUTICS: APPLIED MEDICATION MANAGEMENT	8	0.0830	0	$325	$325	$931

Semester Three

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNB3236	TRANSISTION TO PROFESSIONAL PRACTICE	8	0.0830	0	$325	$325	$931
HNB3101	RESEARCH FOR PRACTICE	8	0.0830	0	$325	$325	$931
HNB3136	NURS PRACTICE 7 MENTAL HLTH AND ILLNESS	8	0.0830	0	$325	$325	$931
HNB3137	CLINICAL PRACTICUM 7: MENTAL HEALTH & ILLNESS	8	0.0830	0	$325	$325	$931
HNB3103	NURSING PRACTICE 6: CHILD, ADOLESCENT & FAMILY	8	0.0830	0	$325	$325	$931
HNB3104	CLINICAL PRACTICUM 6: CHILD, ADOLESCENT & FAMILY	8	0.0830	0	$325	$325	$931

Semester Four

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNB3107	NURSING PRACTICE 6: HEALTH & ILLNESS IN THE COMMUNITY	8	0.0830	0	$325	$325	$931

Nursing Practice 8: Electives

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNB3238	NURSING PRACTICE 9: (ELECTIVE) ACUTE CARE	8	0.0830	0	$325	$325	$931
HNB3239	NURSING PRACTICE 9: (ELECTIVE) MENTAL HEALTH & ILLNESS	8	0.0830	0	$325	$325	$931
HNB3247	NURSING PRACTICE 8 (ELECTIVE): CHILD, ADOLESCENT & FAMILY	8	0.0830	0	$325	$325	$931
HNB3242	NURSING PRACTICE 9: (ELECTIVE) HEALTH & ILLNESS IN OLDER ADULTS	8	0.0830	0	$325	$325	$931

Clinical Practicum 8: Electives

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNB3243	CLINICAL PRACTICUM 8: (ELECTIVE) ACUTE CARE	16	0.1670	0	$655	$655	$1,872
HNB3244	CLINICAL PRACTICUM 9: (ELECTIVE) MENTAL HEALTH & ILLNESS	16	0.1670	0	$655	$655	$1,872
HNB3248	CLINICAL PRACTICUM 8 (ELECTIVE): CHILD, ADOLESCENT & FAMILY	16	0.1670	0	$655	$655	$1,872
HNB3246	CLINICAL PRACTICUM 9: (ELECTIVE) HEALTH & ILLNESS IN OLDER ADULTS	16	0.1670	0	$655	$655	$1,872

Consolidation

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNB3250	CLINICAL PRACTICUM 9: CONSOLIDATION	16	0.1670	0	$655	$655	$1,872

HGPU Graduate Diploma in Public Health Nursing
Graduate Diploma in Public Health Nursing
Course Code: HGPU
not offered in 2006
Course Objectives
The course aims to prepare graduates with:
· enhanced knowledge and skills for professional practice as specialist nurses in public and community health;
· knowledge and skills to enable them to participate fully in a cross disciplinary public health team;
· ability to integrate knowledge relevant to nursing and public health and apply this to public health issues;
· enhanced educational and personal skills for life long learning
· the ability to respond with authority to global health needs and issues.
Course Duration
The course is offered over three semesters on a full-time basis or part-time equivalent. Upon successful completion of the first semester of study students may exit with the Graduate Certificate in Public Health Nursing. Upon successful completion of the second semester of study students may exit with the Graduate Diploma in Public Health Nursing. The third and final semester of study completes the articulated sequence of study leading to the Master of Public Health Nursing.
Admission Requirements
To qualify for admission to the course applicants must hold an undergraduate degree in Nursing, or equivalent, and be registered with the Nurses Board of Victoria. In addition, applicants choosing to undertake the Maternal and Child Health stream must be currently endorsed as a midwife by the Nurses Board of Victoria.
Applicants who do not meet the normal admission requirements will be considered if they are eligible for registration as a Division 1 Nurse with the Nurses Board of Victoria, have relevant professional experience in Nursing, as approved by the School, and meet such other requirements as are perceived appropriate by the School.
Course Structure
Semester One

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNM6011	COUNSELLING IN THE HEALTH CARE CONTEXT	12	0.1250	1	$490	$612	$1,402
HNU5003	PSYCHOSOCIAL ISSUES OF THE FAMILY	12	0.1250	1	$490	$612	$1,402
HNU5004	HEALTH PROMOTION AND EDUCATION	0	0.0000	0	$0	$0	$0
*#HNU5001

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
*#HNU5002

Semester Two

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNU5005	ISSUES OF PROFESSIONAL PRACTICE	0	0.0000	0	$0	$0	$0
HNU5006	PUBLIC HEALTH: POLICY AND PRACTICE	0	0.0000	0	$0	$0	$0
HFR0001	ADVANCED QUANTITATIVE RESEARCH METHODS	16	0.1670	1	$655	$818	$1,874

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
*#HFR0002
HNU5001	HEALTH AND DEVELOPMENT OF THE YOUNG FAMILY	12	0.1670	0	$654	$654	$1,872

of the Young Family*#
or

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNU5002	HEALTH AND DEVELOPMENT IN CHILDHOOD AND ADOLESCENCE	12	0.1670	0	$654	$654	$1,872

Semester Three

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HHA6115	MINOR THESIS (FULL-TIME) (NOT AVAILABLE 2006)	0	0.0000	0	$0	$0	$0
HHA6116	MINOR THESIS (PART-TIME) (NOT AVAILABLE 2006)	0	0.0000	0	$0	$0	$0

* Professional field work practice is not included in these hours.
# Subjects requiring two semesters of study. Thus, the subject taken in semester one must also be taken in semester two.
Professional Recognition
Graduate will be eligible for membership with the Public Health Association (PHA); Health Promotion Special Interest Groups of PHA; School Nurses Special Interest Group, ANF; Maternal & Child Health Nurses Special Interest Group, ANF; Royal College of Nursing Australia.

HGSA Graduate Diploma in Substance Abuse Studies
Graduate Diploma in Substance Abuse Studies
Course Code: HGSA
Course Objectives
The aim of the course is to provide students with a broad understanding of theories, treatment methods, health promotion skills and therapeutic intervention techniques that would allow them to make a positive contribution in the area of substance abuse through appropriate direct intervention and referral.
The course is designed to be both a useful stand alone qualification and to articulate with several other graduate courses offered within the University.
Admission Requirements
This course is a multi-disciplinary program and is open to all health care professionals or individuals working in the area of substance abuse.
To qualify for admission to the course applicants must normally hold a bachelor degree. Applicants who do not meet the normal admission requirement, but who possess appropriate professional experience and meet such other requirements as are perceived appropriate by the School, may be considered. These requirements may include the completion of selected nursing and/or other subjects from the undergraduate degree program, or a preparation for study program.
Applicants may be required to attend an interview and would need to demonstrate to an academic panel adequate preparation to undertake studies at a higher level.
Course Duration
The course is offered over one year on a full-time basis or part-time equivalent, depending on demand.
Course Structure
The part-time structure is as follows:
Year One
Semester One

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNS5010	THEORIES OF ADDICTION	12	0.1250	1	$490	$612	$1,402
HNS5020	TREATMENT IN SUBSTANCE ABUSE	12	0.1250	0	$490	$490	$1,401

Semester Two

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNS5030	HEALTH PROMOTION/PREVENTION IN SUBSTANCE ABUSE	12	0.1250	0	$490	$490	$1,401
HNS5040	THERAPEUTIC INTERVENTIONS	12	0.1250	1	$490	$612	$1,402

Year Two
Semesters One and Two

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNM6122	CLINICAL PROJECT	12	0.5000	0	$1,960	$1,960	$5,605

HMMW Master of Midwifery
Master of Midwifery
Course Code: HMMW
(not offered in 2006)
Incorporating -
Course Objectives
The aim of the program is to prepare graduates who will be expected to provide comprehensive midwifery care. The program seeks to:
· provide students with learning experiences to enable them to competently care for women during the childbearing continuum according to the ACMI Competency Standards for Midwives (1998)
· enhance students personal and professional growth within the discipline of midwifery; and,
· provide eligibility for endorsement as a midwife on the Division 1 Register with the Nurses Board of Victoria.
Admission Requirements
Graduate Diploma
To qualify for admission to the course applicants must:
· be registered or be eligible to register with the Nurses Board of Victoria as a Division 1 Nurse;
· hold an undergraduate degree in Nursing or an equivalent; and
· hold a current practicing certificate from the Nurses Board of Victoria
· have a minimum of one years' clinical experience following registration as a general nurse.
Applicants who do not meet the normal admission requirements but who possess appropriate education qualifications, work or life experiences which would enable them to successfully undertake the course, will be considered.
Applicants must demonstrate that they possess the educational preparation and capacity to pursue graduate studies.
Additional requirements for admission to the course may be prescribed by the School.
Master of Midwifery
To qualify for admission to the course applicants must normally:
be registered with the Nurses Board of Victoria as a Division 1 Nurse, with endorsement as a Midwife; and
hold a current annual practising certificate from the Nurses Board of Victoria.
Applicants must also satisfy the School that they posses the educational preparation and capacity to pursue graduate studies.
Additional requirements for admission to the course may be prescribed by the School. Admission will be at the discretion of the Head of School.
Course Durations
The course is offered over four semesters. Semesters one and two comprise the Graduate Diploma in Midwifery and are offered on a full-time basis or part-time equivalent. The third and fourth semesters complete the articulated sequence of study leading to the Master of Midwifery and are offered on a full-time or part-time equivalent.
Course Structure
Graduate Diploma
The course consists of six subjects, some incorporating clinical practice. The clinical practice component will consist of short and long term agency supervised placements. Supervision will be provided by experienced Midwives.
Semester One

	Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNM5010
HNM5021
HNM5011

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNM5012

Semester Two

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNR0001	INTRODUCTION TO RESEARCH DESIGN AND METHODS	12	0.1670	0	$654	$654	$1,872
HNM5020

	Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNM5023
HNM5022

Master of Midwifery
The Master of Midwifery comprises the Graduate Diploma plus one of the following pathways:
Pathway 1 - Practice Focus
Semester One

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNM6011	COUNSELLING IN THE HEALTH CARE CONTEXT	12	0.1250	1	$490	$612	$1,402

Semester Two

	Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNM6012
HNM6013

Pathway 1 Total 48 144
Pathway 2 - Research Focus
Semester One

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNM6040

Semester Two

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HHA6115	MINOR THESIS (FULL-TIME) (NOT AVAILABLE 2006)	0	0.0000	0	$0	$0	$0

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HHA6116	MINOR THESIS (PART-TIME) (NOT AVAILABLE 2006)	0	0.0000	0	$0	$0	$0

Pathway 2 Total 96 153
Professional Recognition
Graduates from this program will be eligible for endorsement as a Midwife with the Nurses Board of Victoria. Graduates may also apply for membership of the Australian College of Midwives Inc.

HMPH Master of Public Health Nursing
Master of Public Health Nursing
Course Code: HMPH
Incorporating -
Course Objectives
The course aims to prepare graduates with:
· enhanced knowledge and skills for professional practice as specialist nurses in public and community health;
· knowledge and skills to enable them to participate fully in a cross disciplinary public health team;
· ability to integrate knowledge relevant to nursing and public health and apply this to public health issues;
· enhanced educational and personal skills for life long learning
· the ability to respond with authority to global health needs and issues.
Course Duration
The course is offered over three semesters on a full-time basis or part-time equivalent. Upon successful completion of the first semester of study students may exit with the Graduate Certificate in Public Health Nursing. Upon successful completion of the second semester of study students may exit with the Graduate Diploma in Public Health Nursing. The third and final semester of study completes the articulated sequence of study leading to the Master of Public Health Nursing.
Admission Requirements
To qualify for admission to the course applicants must hold an undergraduate degree in Nursing, or equivalent, and be registered with the Nurses Board of Victoria. In addition, applicants choosing to undertake the Maternal and Child Health stream must be currently endorsed as a midwife by the Nurses Board of Victoria.
Applicants who do not meet the normal admission requirements will be considered if they are eligible for registration as a Division 1 Nurse with the Nurses Board of Victoria, have relevant professional experience in Nursing, as approved by the School, and meet such other requirements as are perceived appropriate by the School.
Course Structure
Semester One

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNM6011	COUNSELLING IN THE HEALTH CARE CONTEXT	12	0.1250	1	$490	$612	$1,402
HNU5003	PSYCHOSOCIAL ISSUES OF THE FAMILY	12	0.1250	1	$490	$612	$1,402
HNU5004	HEALTH PROMOTION AND EDUCATION	0	0.0000	0	$0	$0	$0
*HNU5001	HEALTH AND DEVELOPMENT OF THE YOUNG FAMILY	12	0.1670	0	$654	$654	$1,872

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
*HNU5002	HEALTH AND DEVELOPMENT IN CHILDHOOD AND ADOLESCENCE	12	0.1670	0	$654	$654	$1,872

Semester Two

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNU5005	ISSUES OF PROFESSIONAL PRACTICE	0	0.0000	0	$0	$0	$0
HNU5006	PUBLIC HEALTH: POLICY AND PRACTICE	0	0.0000	0	$0	$0	$0
HFR0001	ADVANCED QUANTITATIVE RESEARCH METHODS	16	0.1670	1	$655	$818	$1,874

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HFR0002	ADVANCED QUALITATIVE RESEARCH METHODS	16	0.1670	1	$655	$818	$1,874
HNU5001	HEALTH AND DEVELOPMENT OF THE YOUNG FAMILY	12	0.1670	0	$654	$654	$1,872

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
*HNU5002	HEALTH AND DEVELOPMENT IN CHILDHOOD AND ADOLESCENCE	12	0.1670	0	$654	$654	$1,872

Semester Three

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HHA6115	MINOR THESIS (FULL-TIME) (NOT AVAILABLE 2006)	0	0.0000	0	$0	$0	$0
HHA6116	MINOR THESIS (PART-TIME) (NOT AVAILABLE 2006)	0	0.0000	0	$0	$0	$0

HMPN Master of Nursing
Master of Nursing
Course Code: HMPN
Incorporating -
Graduate Certificates and Graduate Diplomas in
- Cancer Nursing
- Emergency Nursing
- Gerontic Nursing
- Neuroscience Nursing
- Orthopaedic Nursing
- Paediatric Nursing
- Nursing Management
Course Objectives
The Master of Nursing has been developed for nursing graduates who wish to undertake studies in clinical speciality areas of nursing within a range of health care settings, with specific aims to:
· produce nurse specialists with expertise in their area of specialty with diagnostic and decision making skills to solve complex patient care problems in the work environment;
· produce nurse professionals with skills to investigate, challenge and develop current practices;
· develop skills to analyse and critique contemporary theories that inform practice;
· enhance students' ability to analyse social and political dynamics within the current health care environment;
· produce nurse professionals who not only adapt to the changing needs within the health care environment, but who will also engage in political processes to facilitate institutional and social change;
· develop skills to form collaborative relationships with agencies and other health care professionals; and
· provide the opportunity for students to develop a knowledge of self and explore a range of world views.
Admission Requirements
To qualify for admission to the course applicants must normally:
hold an undergraduate degree in Nursing or equivalent; and
be registered with the Nurses Board of Victoria as a Division 1 Nurse; and
be working in the area of specialisation at the time of application.
Applicants who do not meet the normal admission requirements will be considered if they are eligible for registration as a Division 1 Nurse with the Nurses Board of Victoria; have relevant professional experience in Nursing, as approved by the School; and meet such other requirements as are perceived appropriate by the School. These requirements may include the completion of selected nursing and/or other subjects from the undergraduate degree program, or a preparation for study program.
Course Duration
The Master of Nursing is offered over three semesters on a full-time basis or part-time equivalent.
Course Structure
The Program provides for multiple entry and exit points. Upon completion of the first semester of study students may exit with the Graduate Certificate in their chosen area of specialisation. Upon completion of the second semester of study students may exit with the Graduate Diploma in their chosen area of specialisation. The third and final semester of study completes the articulated sequence of study leading to the Master of Nursing.
Semester One

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNR0001	INTRODUCTION TO RESEARCH DESIGN AND METHODS	12	0.1670	0	$654	$654	$1,872

Specialisation Subject Level 1 16 3
Specialisation Subject Level 2 16 3
Semester Two

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNG5001	ISSUES AND POLICIES IN PROFESSIONAL PRACTICE	12	0.1670	0	$654	$654	$1,872

Specialisation Subject Level 3
Coursework Stream

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNM6118	EVIDENCE BASED PRACTICE IN SPECIALISED NURSING	12	0.1670	0	$654	$654	$1,872

Minor Thesis Stream

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HFR0001	ADVANCED QUANTITATIVE RESEARCH METHODS	16	0.1670	1	$655	$818	$1,874
HFR0002	ADVANCED QUALITATIVE RESEARCH METHODS	16	0.1670	1	$655	$818	$1,874

Semester Two Total 48 117
Exit point for the Graduate Diploma in Specialisation Nursing
Semester Three
Coursework Stream

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNM6119	LEADERSHIP AND MANAGEMENT IN SPECIALISED NURSING	12	0.1670	0	$654	$654	$1,872
HNM6029

Minor Thesis Stream

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HHA6115	MINOR THESIS (FULL-TIME) (NOT AVAILABLE 2006)	0	0.0000	0	$0	$0	$0

Semester Three Total 117
Cumulative Course Total 96
Specialisation Subjects
Level 1

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNA5001
HNE5001	EMERGENCY NURSING STUDIES 1	12	0.1670	0	$654	$654	$1,872
HNM5001	CANCER NURSING STUDIES 1	12	0.1670	0	$654	$654	$1,872
HNN5001	NEUROSCIENCE NURSING STUDIES 1	12	0.1670	0	$654	$654	$1,872
HNO5001	ORTHOPAEDIC NURSING STUDIES 1	12	0.1670	0	$654	$654	$1,872
HNP5001	PAEDIATRIC NURSING STUDIES 1	12	0.1670	0	$654	$654	$1,872
HNM5004	NURSING MANAGEMENT 1	12	0.1670	2	$932	$1,165	$2,074

Level 2

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNA5002
HNA5003
HNE5002	EMERGENCY NURSING STUDIES 2	12	0.1670	0	$654	$654	$1,872
HNM5002	CANCER NURSING STUDIES 2	12	0.1670	0	$654	$654	$1,872
HNN5002	NEUROSCIENCE NURSING STUDIES 2	12	0.1670	0	$654	$654	$1,872
HNN5003	NEUROSCIENCE NURSING STUDIES 3	0	0.0000	0	$0	$0	$0
HNO5002	ORTHOPAEDIC NURSING STUDIES 2	12	0.1670	0	$654	$654	$1,872
HNO5003	ORTHOPAEDIC NURSING STUDIES 3	12	0.1670	0	$654	$654	$1,872
HNP5002	PAEDIATRIC NURSING STUDIES 2	12	0.1670	0	$654	$654	$1,872
HNP5003	PAEDIATRIC NURSING STUDIES 3	12	0.1670	0	$654	$654	$1,872
HNM5005	NURSING MANAGEMENT 2	12	0.1670	2	$932	$1,165	$2,074
HNM5006	NURSING MANAGEMENT 3	12	0.1670	2	$932	$1,165	$2,074

Level 3

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNE5003	EMERGENCY NURSING STUDIES 3	12	0.1670	0	$654	$654	$1,872
HNM5003	CANCER NURSING STUDIES 3	12	0.1670	0	$654	$654	$1,872

HPNU Doctor of Philosophy
Doctor of Philosophy
Course Code: HPNU
The School of Nursing and Midwifery offers PhD research supervision in the following areas:
· Acute Care
· Mental Health
· Public Health
· Family Health
· Ontology and Epistemology of Caring
· Human Health and Illness experiences
Students who have areas of interest in nursing other than those listed are nevertheless encouraged to discuss enrolment possibilities with the School, which can facilitate co-supervisory links with other schools or institutions.
Admission Requirements
To qualify for admission to the Doctor of Philosophy applicants must have:
· a Master degree; or
· a four-year undergraduate degree with honours normally at upper second class level (H2A) or equivalent;
· exceptional related research experience.
Some students may be required to undertake additional studies in specific areas, for example advanced research subjects.
Course Duration
Completion of the Doctor of Philosophy normally requires three years of full-time study or part-time equivalent.
Degree Requirements
In order to be awarded the Doctor of Philosophy students must undertake an appropriate research design subject, or any other subject as required by the School; have their candidature approved by the University and present their proposal to an appropriate research committee; and successfully complete a thesis undertaken with appropriate supervision. Students must receive a satisfactory progress report each semester.

HRNR Master of Nursing (by Research)
Master of Nursing (by Research)
Course Code: HRNR
Course Objectives
The Master of Nursing (by Research) is offered to students who have demonstrated the ability to undertake extensive study and research in a focused area of nursing. Although expected to demonstrate a high degree of independence, the student works under the guidance of a qualified and experienced supervisor. While the successful completion of this qualification depends entirely upon the examination of the thesis, the School of Nursing also places great emphasis on the development of research skills and background knowledge deemed necessary for successful completion of the research project.
Areas of Specialisation
Staff within the School will supervise research in a number of areas of specialisation including:
· acute care nursing;
· community health nursing;
· mental health;
· midwifery;
· neuroscience nursing;
· nursing education;
· nursing theory and clinical practice;
· ontology and epistemology of caring;
· professional nursing issues;
· substance abuse;
· women's health.
These areas of study are not exhaustive and applicants are advised to contact the School directly to discuss their proposed area of study.
Course Duration
Completion of the Master of Nursing (by Research) normally requires two years of full-time study or part-time equivalent.
Course structure
Semester One

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNM6800	RESEARCH THESIS (FULL-TIME)	12	0.5000	0	$1,960	$1,960	$5,605
HNM6801	RESEARCH THESIS (PART-TIME)	12	0.2500	0	$980	$980	$2,802

Admission Requirements
To qualify for admission to the Master of Nursing applicants must hold an undergraduate degree in nursing or equivalent.
Some students may be required to undertake additional studies in specific areas, for example advanced research subjects.
Degree Requirements
In order to be awarded the Master in Nursing (by Research) students must undertake an appropriate research design subject, or any other subject, as required by the School; have their candidature approved by the Faculty; and successfully complete a thesis undertaken with appropriate supervision.

HSCN PRE-REGISTRATION COURSE FOR OVERSEAS QUALIFIED AND RE-ENTRY NURSES
NON AWARD SHORT COURSE

PRE-REGISTRATION COURSE FOR OVERSEAS QUALIFIED AND RE-ENTRY NURSES
Course Code: HSCN

COURSE OBJECTIVES
The objective of this course is: to prepare nurses registered outside Australia, and nurses who are seeking re-entry following a lapse of registration, to provide safe and comprehensive care to individuals, and groups in a variety of health care settings within Australia. This objective will be pursued in accordance with the ANMC or previously known as ANRAC competency standards as endorsed by the Australian Nursing and Midwifery Council (ANMC), 2005. Competencies will be achieved in an environment that fosters the individuals’ personal, professional and intellectual growth. Clinical competence will be assessed by clinical teachers, who are committed to the needs of overseas & re- entry nurses. Successful completion of the course will lead to registration as a Division 1 Nurse with the Nurses Board of Victoria.

COURSE DURATION
THIS COURSE WILL BE OFFERED OVER A 12 WEEK PERIOD FULL TIME.

Admission requirements
APPLICANTS MUST HAVE TH FOLLOWING:
· A letter from the Nurses Board of Victoria stating their eligibility to complete a Pre-registration course
· Demonstrate the English Language competency as set out by the Nurses Board of Victoria

COURSE STRUCTURE
Credit
Points
HNN001: The Australian health care system 16 hours
HNN002: Nursing within the Australian health care system 16 hours
HNN003: Pharmacology 12 hours
HNN004: Nursing principles, process and practice 80 hours
(14 hours of clinical laboratories on campus)
HNN005: Communication processes 20 hours
HNN006: Clinical Practice (Supervised clinical practice) 256 hours

HSGN Bridging Course (Graduate Entry)
Bridging Course (Graduate Entry)
Course Code: HSGN
Degree preparation for Graduate Entry
Course Objectives
The aim of this non-award course is to prepare Graduate Entry applicants who have successfully completed a Degree for entry into the Bachelor of Nursing course.
Students who have successfully completed all of the Bridging course will proceed into the Bachelor of Nursing (Pre-Registration) course
Course Duration
This course will be offered over a 4-week period during the Summer School.
Course Structure

	Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HSD1113
APP1021
RBM1536

HSVN Bridging Course (Division 2 Entry)
Bridging Course (Division 2 Entry)
Course Code: HSVN
Degree preparation for Division 2 Nurses
Course Objectives
The aim of this non-award course is to prepare Division 2 Registered Nurses who have completed the 12-month TAFE course for entry into the Bachelor of Nursing Course.
Students who have successfully completed the entire Bridging course will proceed into the Bachelor of Nursing (Pre-Registration) course.
Course Duration
This course will be offered over a 4-week period during the Summer School.
Admission Requirements
Current Registration as a Division 2 registered nurse (or eligibility for registration) with the Nurses Board of Victoria.
Course Structure

	Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HSD1114
APP1021
RBM1536

HTPU Graduate Certificate in Public Health Nursing
Graduate Certificate in Public Health Nursing
Course Code: HTPU
Course Objectives
The course aims to prepare graduates with:
· enhanced knowledge and skills for professional practice as specialist nurses in public and community health;
· knowledge and skills to enable them to participate fully in a cross disciplinary public health team;
· ability to integrate knowledge relevant to nursing and public health and apply this to public health issues;
· enhanced educational and personal skills for life long learning
· the ability to respond with authority to global health needs and issues.
Course Duration
The course is offered over three semesters on a full-time basis or part-time equivalent. Upon successful completion of the first semester of study students may exit with the Graduate Certificate in Public Health Nursing. Upon successful completion of the second semester of study students may exit with the Graduate Diploma in Public Health Nursing. The third and final semester of study completes the articulated sequence of study leading to the Master of Public Health Nursing.
Admission Requirements
To qualify for admission to the course applicants must hold an undergraduate degree in Nursing, or equivalent, and be registered with the Nurses Board of Victoria. In addition, applicants choosing to undertake the Maternal and Child Health stream must be currently endorsed as a midwife by the Nurses Board of Victoria.
Applicants who do not meet the normal admission requirements will be considered if they are eligible for registration as a Division 1 Nurse with the Nurses Board of Victoria, have relevant professional experience in Nursing, as approved by the School, and meet such other requirements as are perceived appropriate by the School.
Course Structure
Semester One

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNM6011	COUNSELLING IN THE HEALTH CARE CONTEXT	12	0.1250	1	$490	$612	$1,402
HNU5003	PSYCHOSOCIAL ISSUES OF THE FAMILY	12	0.1250	1	$490	$612	$1,402
HNU5004	HEALTH PROMOTION AND EDUCATION	0	0.0000	0	$0	$0	$0
HNU5001	HEALTH AND DEVELOPMENT OF THE YOUNG FAMILY	12	0.1670	0	$654	$654	$1,872

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNU5002	HEALTH AND DEVELOPMENT IN CHILDHOOD AND ADOLESCENCE	12	0.1670	0	$654	$654	$1,872

Semester Two

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNU5005	ISSUES OF PROFESSIONAL PRACTICE	0	0.0000	0	$0	$0	$0
HNU5006	PUBLIC HEALTH: POLICY AND PRACTICE	0	0.0000	0	$0	$0	$0
HFR0001	ADVANCED QUANTITATIVE RESEARCH METHODS	16	0.1670	1	$655	$818	$1,874

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HFR0002	ADVANCED QUALITATIVE RESEARCH METHODS	16	0.1670	1	$655	$818	$1,874
HNU5001	HEALTH AND DEVELOPMENT OF THE YOUNG FAMILY	12	0.1670	0	$654	$654	$1,872

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HNU5002	HEALTH AND DEVELOPMENT IN CHILDHOOD AND ADOLESCENCE	12	0.1670	0	$654	$654	$1,872

Semester Three

		Credit Point	EFTSL	SC Band	Pre 2005 (AU$)	From 2005 (AU$)	Full Fee (AU$)
HHA6115	MINOR THESIS (FULL-TIME) (NOT AVAILABLE 2006)	0	0.0000	0	$0	$0	$0
HHA6116	MINOR THESIS (PART-TIME) (NOT AVAILABLE 2006)	0	0.0000	0	$0	$0	$0

* Professional field work practice is not included in these hours.
# Subjects requiring two semesters of study. Thus, the subject taken in semester one must also be taken in semester two.
Professional Recognition
Graduate will be eligible for membership with the Public Health Association (PHA); Health Promotion Special Interest Groups of PHA; School Nurses Special Interest Group, ANF; Maternal & Child Health Nurses Special Interest Group, ANF; Royal College of Nursing Australia.

Subjects

APT1311 PSYCHOLOGY ACROSS THE LIFESPAN
CampusSt Albans
Prerequisite(s) Nil
Content Human development across the lifespan: social, emotional, personality and cognitive development, relationship contexts and the family lifecycle. Introduction to theories in psychology: psychodynamic, behavioural, cognitive, attachment/interpersonal and family systems. Concepts of health and illness. Experiences of health, illness and treatment across the lifespan. Psychological processes relevant to health and illness including pain, sleep, anxiety, grief, and coping. Developmental processes and adaptation in chronic illness and disability.
Required Reading Papalia, D.E., Olds, S.W. & Feldman, R.D. (2004). Human development (9th Ed) Sydney: McGraw Hill
Recommended Reading Bowlby, J. (1988). A secure base: Clinical applications of attachment theory. London: Routledge
Caltabiano, M.L, & Sarafino, E.P. (2002). Health psychology: Biopsychosocial interactions, an Australian perspective. Milton, Qld: Wiley: Fuller, A. (2002). Raising real people: Creating a resilient family (2nd Ed) Camberwell, Vic: ACER Press: Lubkin, I.M. (2002). Chronic illness: Impact and interventions (5th Ed) Boston: Jones & Bartlett: Marks, I.M. (2001). Living with fear: Understanding and coping with anxiety. (2nd Ed) London: McGraw Hill: Parkes, C.M. (1998). Bereavement: Studies of grief in adult life (3rd Ed) London: Penguin: Thomas, R.M. (2000). Comparing theories of child development (5th Ed) Belmont CA: Wadsworth: Thomas, R.M. & Roy, R. (1999). The changing nature of pain complaints over the lifespan. New York: Plenum: Tobin, S.S. (1991). Personhood in advanced old age: Implications for practice. New York: Springer
Subject Hours Equivalent of 60 hours.
Assessment Examination - 40%, Essay (1200 words.) 30%, Field study assignment - 30%.

HHF1124 ISSUES AND TRENDS IN HEALTH
Not available in 2006
CampusSt Albans
Prerequisite(s) Nil
Content Origin and development of the Australian health care system. The development of 19th century tradition of charity in the present 'mixed economy' health care system, the concept of policy, the stage involved in policy development, stakeholders in policy development and implementation, the structure of Australia health care services, political parties and their health care policies.
Required Reading Cheek, J., Shoebridge,J., Willis,E., & Zadoroznyj, M.(1996). Society and Health: Social Theory For Health Workers. Melbourne: Longman. Ellis, J.R., & Hartley, C.L.(1992). Nursing In Today's World: Challenges, Issues, And Trends (4th ed). Philadelphia: Lippincott Co. Grbich, C (Ed). (1997). Health In Australia: Sociological Concepts And Issues. Sydney: Prentice Hall. Gardner, H. (ED). (1991). The Politics Of Health. London: Churchill Livingstone. Hamer, S., and Collinson, G. (1999). Achieving Evidence-Based Practice: A Handbook For Practitioners. Edinburgh: Bailliere Tindall (Royal College of Nursing). Helman, C.G. (1994). Culture, Health and Illness: An Introduction for Health Professionals. Oxford: Butterworth-Heinemann. Leddy, S. (1998). Leddy, S., and Pepper, J,M. Conceptual Bases Of Professional Nursing(4th ed). Philadelphia: Lippincott. McMurray, A. (1999). Community Health And Wellness: A Sociological Approach. Sydney: Mosby. McMurray, A. 1990. Community Health Nursing: Primary Health Care In Practice. Melbourne: Churchill Livingstone. Waddell, C., & Petersen, A.R. (ED).1994. Just Health: Inequality In Illness. Care And Prevention. Melbourne: Churchill Livingstone. Wass, A. 1994. Promoting Health: The Primary Health Care Approach. Philadelphia: W.B. Saunders. Palmer, G., and Short, S. (1994). Health Care and Public Policy. South Melbourne: Macmillan Education Australia Pty Ltd. Porter, S. (1998). Social Theory And Nursing Practice. London: Macmillan Press Ltd. Kemm, J and Close A. (1995). Health Promotion: Theory and Practice. London: Macmillan Press Ltd.
Subject Hours 39 hours comprising lectures, tutorials, and class participations.
Assessment Seminar presentation and written assignment, 30%; assignment 70%.

HHF1125 KNOWLEDGE AND NURSING KNOWLEDGE
Not available in 2006
CampusSt Albans
Prerequisite(s) Nil
Content This subject encourages students to examine critically some of the theories and ideologies that influence the development of the various kinds of knowledge, including nursing knowledge. This will include an examination of a number of significant theories about human nature - Christianity, Existentialism, Freud, Lorenz, Plato, Skinner and some oppositional theories and challenges from Feminist, non-Western and other 'marginalised' areas. Further, a number of concepts found in the history and philosophy of science will be considered - Newtonian thought, Kuhn and paradigms, and the bio-medical model as the conceptual foundation of modern medicine. Feminist ways of knowing and analysis of the Relationship between knowledge and social and cultural factors, including theories of discourse and power will be offered. The subject encourages students to generate and apply nursing knowledge through a process of theory analysis and development. In particular, a number of theories and models, for example, those of King, Orem, Levine, Leininger, and Rogers will be analysed and the potential for nursing innovation explored.
Required Reading Greenwood, J. (Ed) (1996). Nursing Theory In Australia: Development & Application. Pymble: Harper Educational Publishers. Lindberg, J. B., Hunter, M. L., Kruszewski, A. Z. (1998). Introduction To Nursing: Concepts, Issues, And Opportunities (3rd Ed). Philadelphia: Lippincott. Leddy, S., Pepper, J., Mae, (1998). Conceptual Bases Of Professional Nursing (4th Ed). Philadelphia: Lippincott. Robinson, K., Vaughan, B. (1996). Knowledge for Nursing Practice. Oxford: Butterworth-Heinemann. Watson, J. (1999). Postmodern Nursing and Beyond. Edinburgh: Churchill.
Subject Hours 39 hours, comprising lectures, tutorials, and informal discussion/study workshops.
Assessment Tutorial presentation 50%; essay 50%. Students must pass all components of the assessment in order to ain a pass in this subject.

HHF1243 NURSING STUDIES (2) CLINICAL PROJECT
Not available in 2006
Campus St Albans
Prerequisite(s) Nil
Content This is a culminating unit which aims to provide students with an opportunity to develop and apply their learning acquired in the previous units in the course. The main focus will be on the application of knowledge and skills in the provision of health care to clients/patients in a diversity of locations/settings. Students will present a proposal for a project, which forms the basis of their theoretical, field and assessment undertakings. Following acceptance the project will be drawn up (cf. Appendix 1).
Recommended Reading To be advised.
Contact Hours 78 hours
Assessment Preparation of learning contract of a research project 20%. Written research project 80%.

HNA5001 GERONTIC NURSING STUDIES 1
CampusSt Albans, Off Campus
Prerequisite(s) Nil
Content This subject will introduce the student to major biological, psychological and sociological theories relating to ageing. The emphasis on ageing as a normal process is designed to both promote a positive view of ageing and to enable students to differentiate between changes associated with the ageing process and those associated with pathology when assessing clients and managing nursing care across a variety of health care contexts. An introductory consideration of major psychopathological and pathophysiological changes potentially encountered by ageing individuals will be undertaken by way of contrasting them with normal ageing. Topics to be addressed include: ageing demographics; ageing and physical function; ageing and cognition; life stages; ageism; polypharmacy; social relationships and ageing.
Required Reading Ebersole, P & Hess, P (1998). Toward Healthy Ageing, 5th edn. St Louis: Mosby.
Recommended Reading Bengston, V. & Shaie, W (Eds.) (1999). Handbook of Theories of Ageing. New York: Springer Publishing Co. Budge, M. (1998). Age Matters. Sydney: MacLennan & Petty. Cavanaugh, J. & Whitbourne, S. (Eds.) (1999). Gerontology: An Interdisciplinary Perspective. New York: Oxford University Press. Health Ageing Task Force. (2000). Commonwealth, State and Territory Strategy on Healthy Ageing. Canberra: Commonwealth Department of Health and Aged Care.
Subject Hours The equivalent of three hours per week over one semester organised according to the teaching mode used.
Assessment Assignment of 3000 words (60%); class paper of 2000 words (40%).

HNA5002 GERONTIC NURSING STUDIES 2
CampusSt Albans, Off Campus
Prerequisite(s) Nil
Content Building on the concept of ageing as a normal process introduced in Gerontic Nursing Studies 1, this subject will introduce the student to the nursing assessment and management of major pathophysiological and psychopathological alterations to health status associated with ageing. Topics include the consideration of more common pathologies such as arthritis, osteoporosis, airways disease, cardio-vascular disease, confusion, delirium, depression, and dementia. Practice interventions for associated concerns such as reduced mobility, malnutrition, incontinence, pain, sensory impairment, challenging behaviours, and functional and organic disorders associated with alterations in mental health will also be addressed.
Required Reading Hogstel, M. (2001). Gerontology: Nursing Care of the Older Adult. Albany, N.Y.: Koch, S., Garratt, S. (2001) Assessing Older people: a practical guide for professionals. Sydney: McLennan & Petty.
Recommended Reading Australian Pharmaceutical Advisory Council. (2000). Integrated Best Practice Model for Medication Management in Residential Aged Care Facilities, 2nd edn. Canberra: Department of Health and Aged Care. Butler, R., Lewis, M. & Sutherland, T. (1998). Ageing and Mental Health: Positive Psychosocial and Biomedical Approaches, 5th edn. Boston: Allyn & Bacon. Eliopolous, C. (2001). Gerontological Nursing, 5th edn. Philadelphia: Lippincott. Hogstel, M. (1995). Geropsychiatric Nursing, 2nd edn. St Louis: Mosby. Molony, S., Waszynski, C. & Lyder, C. (Eds). (1999). Gerontological Nursing: An Advanced Practice Approach. Stamford, Connecticut: Appleton & Lange.
Subject Hours The equivalent of three hours per week over one semester organised according to the teaching mode used.
Assessment Assignment of 2500 words (50%); case study of 2000 words & class presentation (50%).

HNA5003 GERONTIC NURSING STUDIES 3
CampusSt Albans, Off Campus
Prerequisite(s) HNA5001 Gerontic Nursing Studies 1; HNA5002 Gerontic Nursing Studies 2; or equivalent.
Content This subject will introduce students to dominant issues in caring for older adults. Ethico-legal, socio-cultural, and political influences on the experience of ageing and the provision of aged care in a variety of contexts will be considered. Topics include: the operation of the aged care system; multidisciplinary approaches to care; the interface between community, sub-acute, acute, and residential aged care sectors; resource distribution; ethnicity and ageing; health promotion; consent; decision making; carer issues; elder abuse.
Required Reading Borowski, A., Encel, S. & Ozanne, E. (Eds). (1997). Ageing and Social Policy In Australia. Cambridge: Cambridge University Press.
Recommended Reading Crowley, P. (2000). Ageing Gracefully: An Overview of the Economic Implications of Australia's Ageing Population Profile. Canberra: Department of Health and Aged Care. Johnson, T. (Ed). Handbook on Ethical Issues in Ageing. Westport, Connecticut: Greenwood Press. Johnstone, M. (1999). Bioethics: A Nursing Perspective, 3rd edn. Sydney: Harcourt. Minichiello, V., Chappell, N., Kendig, H. & Walker, A. (1996). Sociology of Ageing: International Perspectives. Australia: ISA Research Committee on Ageing. Hudson, R., Richmond, J. (2000), Living dying caring. Melbourne: Ausmed publications. Cluning, T., Ageing at home. Melbourne: Ausmed. Nichol, B., Lonergan, J. & Mould, M. (2000). The Use of Hospitals by Older People: A Casemix Analysis. Canberra: Department of Health and Aged Care.
Subject Hours The equivalent of three hours per week over one semester organised according to the teaching mode used.
Assessment Assignment of 3000 words (60%); seminar paper of 2000 words (40%).

HNB1113 FOUNDATIONS IN PROFESSIONAL PRACTICE
CampusSt Albans
Prerequisite(S) Nil
Content Module 1: Functional Health Patterns; empasis on health perception and management; clinical reasoning process; occupational health and safety; procedural hand washing and asepsis; the complete nursing health history and general survey; assessment of family health; assessment of mental health status; cultural assessment including indigenous cultures; and physical examination of body systems. Module 2: Topic content in this module includes: an introduction to the Australian Nursing and Midwives Council (ANWC) and their role in nursing regulation including both the historical and contemporary influences on the development of nursing as a profession in Australia; and the structures both within and outside of nursing that influence scope of practice and professional boundaries. Credit Transfer Arrangements (including Articulation Pathways) if applicable.
Required Reading Bickley, L.S. (2003) Bates' guide to physical examination and history taking (8th ed). Sydney: Lippincott, Williams & Wilkins. Fuller, J. & Schaller-Ayers J. (2000). Health Assessment. A nursing approach (3rd ed.). Philadelphia, USA: Lippincott.
Recommended Reading/Audio Visual Alfaro-Lefevre, R (2006) Applying nursing Process: A tool for critical thinking. (6tg/ed,) Philadelphia , Lippincott Williams & Wilkins. Anderson, D.M., Keith, J., Novak, P.D. & Elliot. M.A. (2001). Mosby's medical, nursing and allied health dictionary (6th ed.). St Louis: Mosby. Bates, B (2000). A visual guide to examination. Philadelphia, USA: JP Lippincott. Bauer, M & Huynh, M. (1995). How to measure blood pressure. Melbourne, Aust.: Victoria University. Huynh, M., Bauer, M., Brown, V. (2000). Examination of the abdomen, thorax and lungs [CD-ROM]. Melbourne: Victoria University.
Subject Hours Equivalent of 60 hours.
Assessment 1½ hour Examination 40%, evaluation of health assessment skills and clinical reasoning 40%, annotated bibliography on professional issues 20%.
HNB1114 Healthcare Informatics
Prerequisite(s) Nil
Content broad content areas in this subject - The gathering of information for evidenced based practice. In this theme students will learn about the sources of best practice information including the Cochrane library and the Joanna Briggs institute as well as journal data-bases and the World Wide Web. The student will also be taught the beginnings of how the information gathered from these sources may be evaluated and the skills needed to turn this information into appropriate written works for both the tertiary and clinical field students will be working in. The use of technology to record and evaluate heath care. HealthConnect, the Government's universal health record, will be used as an example of where the government sees electronic health records being used in the future. Students will be introduced to how technology is increasingly being used to mange risk assessment, nursing workloads through patient dependency systems and to give first line managers financial and turnover information so that they may manage their work areas through such systems as Trendcare and Excelcare. The use of technology in patient education. This can vary from the many Web sites that offer health information, such as the Better Health Channel to small 'in-house' technology based programs that are used to educate patients to the production of low cost information sheets produced by 'desktop publishing' programs put together by many wards and departments. The emerging use of technology in the remote and rural areas through the use of 'tele-health' technology and the nurses' participation and role in this area. Credit Transfer Arrangements (including Articulation Pathways) if applicable
Required reading Zilm, G. & Entwistle, C. (2002) The SMART way: An introduction to writing for nurses. W.B. Saunders, Toronto. Other titles to be advised.
Recommended reading Ellis, J & Hartley, C. (2005) Chapter 13 Nursing Informatics and Evidence-based Practice. In Managing and co-ordinating Nursing Care (4th Ed.) Lippincott Williams & Wilkins, Philadelphia. On-Line Journal of Nursing Informatics found at http://www.eaa-knowledge.com/ojni/ or via Victoria University Library catalogue. Websites Victoria University Library Guides and Tutorials found at http://w2.vu.edu.au/library/clientinfo/ guides_tuts.htm Trend Care Systems Nurse Management Software http://www.trendcare.com.au/ Excelcare http://www.excelcare.com/
Subject hours Equivalent of 40 hours.
Assessment Written assignment (1500 words.) - 40%, annotated bibliography - including search strategies used - 40%, on-line participation in discussion groups 20%.

HNB1114 HEALTCHCARE INFORMATICS

HNB1115 HEALTHCARE LAW AND ETHICS
Campus St Albans
Prerequisite(s) Nil
Content This module introduces the student to core legal and ethical principles required for beginning professional practice within the Australian Health Care system and covers the following topics: Introduction to Australian Law, Working within the Law, Legal Concepts, Professional Regulation, The regulation of drugs, Life and Death Issues, Professional practice and the ethical perspective. Module 2 This module introduces the student to: The interrelations between Commonwealth, state and private sector roles in health care, Health insurance and the funding of health services including: Healthcare funding, DRGs and Casemix, Pressures on the Pharmaceutical Benefits Schemes, The organisation of Health care services, Reforms of the Health Service.
Required Reading Australian College of Midwives ( ACMI). (2001). Code of Ethics. and National Code of Practice. Available at http://www.acmi.org.au. Australian College of Midwives Incorporated (ACMI). (2002). Competency Standards for Midwives. Available at http://www.acmi.org.au. Australian Nursing Council. (2000). ANC National competency standards for the registered nurse (3rd ed.). Canberra: Author. (Can be ordered online at http://www.anc.org.au ). Australian Nursing Council. (2002). Code of ethics for nurses in Australia [Brochure]. Canberra: Author. (Available at http://www.anc.org.au ). Australian Nursing Council. (2003). Code of professional conduct for nurses in Australia [Brochure]. Canberra: Author. (Available at http://www.anc.org.au ) Forrester, K. & Griffiths, D. (2004). Essentials of law for health professionals. Sydney: Harcourt. Johnstone, M.J. (2004). Bioethics: A nursing perspective. (4th ed.). Sydney: Harcourt. Jones, S.R. (2000). Ethics in Midwifery 2nd ed. Sydney: Mosby. Nurses Act 1993, No111.1993, Victorian Government Printing Office.(incorporating amendments as of 2000). (Available at http://www.dms.dpc.vic.gov.au ). Nurses Board of Victoria. (1999). Code of practice for midwives in Victoria. Available at http://www.nbv.org.au. Nurses Board of Victoria. (1999). Professional conduct information for registered nurses. Melbourne: Author. (Available at http://www.nbv.org.au). Nurses Board of Victoria. (2001). Professional boundaries. Guidelines for registered nurses in Victoria. Melbourne: Author. (Available at http://www.nbv.org.au ). Legislation: Mental Health Act 1986 (Vic), Human Tissue Act 1982 (Vic), Age of Majority Act 1982 (Vic), Medical Treatment Act 1988 (Vic), Guardianship and Administration Act 1986 (Vic), Mental Health (Amendment) Act 1995, Health Services Act 1988 (Vic), Freedom of Information Act 1982 (Vic), Privacy Act 2000 (Cth) (available at http://www.privacy.gov.au/act/). Public Record Act 1973 (Vic). Drugs, Poisons & Controlled Substances Act 1981 (Vic). Drugs, Poisons & Controlled Substances Regulations 1995 (Vic). Nurses Act, Coroners Act 1985. The Victorian Acts are available on-line at http://www.health.vic.gov.au/legistation/ or http://www.dms.dpc.vic.gov.au
Recommended Reading Beauchamp, T.L., & Childress, J.F. (2001). Principles of biomedical ethics. (5th ed.). New York, NY: Oxford University Press, Burkhardt, A., & Nathaniel, A. (2002). Ethics and issues in contemporary nursing. (2nd ed.). New York: Delmar Thompson Learning. Chiarella, M. (2002). The legal and professional status of nursing. Sydney: Churchill Livingstone
MacFarlane, P.J.M. (2000). Health law in Australia & New Zealand: Commentary and materials. (3rd ed.). Leichardt, NSW: Federation Press. Palmer, G.R., & Short, S.D. (2000). Health care and public policy. (3rd ed.). Melbourne: MacMillan. Staunton, P.J., & Chiarella, M. (2003). Nursing and the law. (5th ed.).Marrickville, NSW: Elsevier. Wallace, M. ( 2001). Health care and the law. (3rd ed.). Pyrmont, NSW: Law Book Co. Australasian Legal Information Institute (URL http://www.austlii.edu.au/) has some pages on ethics if you search using that term plus any other terms that may be relevant to your search.
Subject Hours Equivalent of 56 hours
Assessment Learning folio - 60%, oral presentation - 40%

HNB1135 PROFESSIONAL NURSING 1
CampusSt Albans
Prerequisite(s) Nil
Content An introduction to the Australian Nursing Council Incorporated (ANCI) Competencies, historical and contemporary influences on the development of nursing as a profession and nursing role, and structures within nursing that influence scope of practice and professional boundaries, and culture and diversity of care as components of nursing practice.
Required Reading Australian Nursing Council Incorporated (2002). Code of ethics for nurses in Australia. [Brochure]. Canberra: Author. Australian Nursing Council Incorporated (1995). Code of professional conduct for nurses in Australia. [Brochure]. Canberra: Author. Australian Nursing Council Incorporated (2002). ANCI National Competency Standards for the Registered Nurse and the Enrolled Nurse. [Brochure]. Canberra: Author.
Recommended Reading Benner. P. (1984). From novice to expert. Menlo Park, CA: Addison-Wesley. Bishop, A. Scudder, J. (1991) Nursing: The practice of caring. New York: National League. Benner. P. (1984). From novice to expert. Menlo Park, CA: Addison-Wesley. Bishop, A. Scudder, J. (1991) Nursing: The practice of caring. New York: National League of Nursing. Knepfer, G., & Johns, C. (1989). Nursing for life. Sydney: Pan. Lindberg, J. Hunter, M. Kruszewski, A. (1998) Introduction to nursing: Concepts, issues and opportunities. New York: Lippincott. McCoppin, B., & Gardner, H. (1994). Tradition and reality: Nursing and politics inAustralia. Melbourne: Churchill Livingstone. Nelson, S. (2001) Say little, do much: Nursing, nuns and hospitals in the nineteenth century. Philadelphia: University of Pennsylvania Press. Nightingale. F. (1969). Nursing: what it is and what it is not. New York: Dover Publications. Nurses Act 1993. No 111 of 1993. Parliament of Victoria (1996, September).
Subject Hours Equivalent of 40 hours organised according to teaching mode used.
Assessment Achievement of subject objectives will be determined through the use of more than one type of assessment methodology. A combination of the following, or other appropriate methodologies will be used: written
Assessment, reflective journal, learning folio, oral presentation. Seminar presentation - 40%, Essay - 2000 words, 60%.

HNB1230 NURSING THEORY 1 : ACUTE CARE
CampusSt Albans
PrerequisitesHNB1113 Foundations in Professional Practice
ContentThe aim of this subject is to introduce and develop the students’ knowledge base required for providing nursing care to persons who need assistance in meeting basic human needs within an acute care setting. Knowledge for beginning understanding of the psychosocial dimensions of the health of individuals and families will be introduced. The focus of the subject is the practice of fundamental nursing skills, family health, mental health, the scientific basis for nursing practice, and nursing care that meets the special needs of the adult and the older person experiencing compromised health and wellness. The subject builds upon knowledge and skills previously learned. An integrated approach will be used with links to bioscience, psychology, sociology and related nursing subjects.

HNB1232 NURSING PRACTICE 1: ACUTE CARE
CampusSt Albans
Prerequisite(s) HNB1113 FoundationS in Professional Practice
Content The content of this subject will be organised around the Functional Health Patterns, in particular: Activity & Exercise, Nutrition & Metabolism, Elimination and Cognition & Perception. Oxygenation and Oxygen administration; Cardiopulmonary Resuscitation; Drug calculations and the principles of administration of therapeutic substances; Skin integrity and wound care; Prevention of infection in acute care settings; Peri-operative nursing care; 'No Lift' policy; The 'Activities of Daily Living'; Fluid and electrolyte balance; Use of technology in the clinical setting; and Care needs, including spiritual and religious needs, in relation to loss; end of life care, including death, grief, and palliation and including the needs of indigenous and other cultures.
Required Reading Crisp, J & Taylor, C. (2005). Potter & Perry's Fundamentals of Nursing. (2nd ed) Sydney: Mosby. Fuller, J. & Schaller-Ayers J. (2000). Health Assessment. A nursing approach (3rd ed.). Philadelphia, USA: Lippincott. Tollefson, J. (2004). Clinical psychomotor skills. Assessment tools for nursing students (2nd ed.). Tuggerah, NSW: Social Science Press
Recommended Reading Alfaro-Lefevre, R (2006) Applying nursing Process: A tool for critical thinking. (6tg/ed,) Philadelphia , Lippincott Williams & Wilkins. Brown, D., & Edwards, H (Eds). (2005). Lewis's medical-surgical nursing. Assessment and management of clinical problems. Marrickville, NSW: Elsevier Australia. Evans-Smith, P. (2005). Taylor's clinical; nursing skills. A nursing process approach. Philadelphia, USA: Lippincott. Hext, V., & Mayner, L. (2003). Practical nursing calculations. Crows Nest, NSW: Allen & Unwin.
Subject Hours Equivalent of 40 hours.
Assessment 1½ hour Examination - 40%, Group Problem Based Learning exercise - 30%, Group focused literature review 30%
Drug Calculation: Satisfactory/Unsatisfactory.

HNB1233 CLINICAL PRACTICUM 1: ACUTE CARE
CampusSt Albans
Prerequisite(s) Foundations in Professional Practice
Content Students will be required to participate in the delivery of health care to patients in a variety of acute care settings under the supervision of a clinical teacher/preceptor. Using the ANCI Competencies, students' clinical performance will be guided and assessed by experienced clinical teachers and/or preceptors. Credit Transfer Arrangements (including Articulation Pathways) if applicable.
Required Reading Crisp, J & Taylor, C. (2005). Potter & Perry's Fundamentals of Nursing. (2nd ed) Sydney, Australia: Mosby
Fuller, J. & Schaller-Ayers J. (2000). Health Assessment. A nursing approach (3rd ed.). Philadelphia, USA: Lippincott.
Tollefson, J. (2004). Clinical psychomotor skills. Assessment tools for nursing students (2nd ed.). Tuggerah, NSW: Social Science Press
Recommended Reading Brown, D., & Edwards, H (Eds). (2005). Lewis's medical-surgical nursing. Assessment and management of clinical problems. Marrickville, NSW: Elsevier Australia. Evans-Smith, P. (2005). Taylor's clinical; nursing skills. A nursing process approach. Philadelphia, USA: Lippincott. Hext, V., & Mayner, L. (2003). Practical nursing calculations. Crows Nest, NSW: Allen & Unwin.
Subject Hours Equivalent of 56 hours.
Assessment In order to be awarded a satisfactory grade for this subject, the student must successfully complete each of the following: satisfactory performance of holistic assessment of one client, as demonstrated by care planning documentation; demonstration of competence in selected skills, according to specified criteria, and in line with the ANC Competencies as defined for a student at this stage of the course; satisfactory participation in reflective practice, as defined by completion of personal learning objectives and reflective journal entries during each week of clinical placement; and demonstration of safe and competent practice in line with the ANC Competencies as defined for a student at this stage of the course. Final assessment: Satisfactory/Unsatisfactory.

HNB1234 PROFESSIONAL NURSING 2
Not available in 2006
Campus St Albans
Prerequisite(s) HNB1135 Professional Nursing 1
Content This subject aims to introduce students to professional issues in acute care nursing including communication processes as well as funding initiatives and mechanisms that impact on the nursing care of acutely ill patients.
Required Reading Duckett, S. (2000). The Australian health care system. South Melbourne: Oxford University Press. Stein-Parbury, J. (2000). Patient & Person: Developing interpersonal skills in nursing. Sydney: Harcourt. Adler, R.B. & Rodman, G. (2003) Understanding human communication. (8th ed). New York: Oxford University Press. Alfaro-LeFevre, R. (1999). Critical thinking in nursing: a practical approach (2nd ed). Philadelphia Saunders. Holly, M.L. (1991). Keeping a personal-professional journal. Victoria: Deakin University Press. Smith, S. (1992). Communication in nursing. St Louis: Mosby Year Book.
Subject Hours Equivalent of 40 hours organised according to teaching mode used.
Assessment Critical observation exercise/dicussion (50% ). Essay (50%).

HNB1235 EVIDENCE BASED HEALTH CARE
For continuing students only
CampusSt Albans
Prerequisite(s) Nil
Content The aim of this subject is to consider the rationale for evidence based professional practice in nursing and midwifery, the skills that are needed to understand and appraise a systematic review and meta-analysis, and the approaches that can be used to implement research based practice. The focus will be on how to appraise and use research in clinical practice
Required Reading Crombie, I K (1996) The pocket guide to critical appraisal London: BMJ Publishing Glasziou, P, Irwig, L, Bain, C., & Colditz, G. (2001). Systematic Reviews In Health Care: A Practical Guide Cambridge: Cambridge University Press. Critical Skills Appraisal Programme (1999) Evidence-Based Health Care: An Open Learning Resource For Health Care Practitioners Plymbridge Distributors, Plymouth.
Recommended Reading Bandolier: Evidence-based healthcare www.jr2.ox.ac.uk/bandolier/backnos.html. Dawes. M. (Ed) (1999). Evidence-based practice: a primer for health care professionals. Edinburgh: Churchill Livingstone. Evidence-based mental health (Online version). ebmh.bmjjournals.com Le May, A. (1999). Evidence-based practice. London: Nursing Times Books. McKenna, H., Cutcliff, J., McKenna, P. (2000). Evidence-based practice: demolishing some myths. Harrow, Middlesex, England: Scutari Projects Ltd. Muir Gray, J. A. (2001). Evidence based healthcare: How to make health policy and management decisions (2nd Ed). Edinburgh: Churchill Livingstone. Trinder, L., & Reynolds, S. (Eds) (2000). Evidence-based practice: a critical appraisal. Oxford: Blackwell Science.
Subject Hours Equivalent of 32 hours organised according to teaching mode used.
Assessment Devise and conduct a systematic literature search strategy (not review) on a nominated clinical topic 50%; Appraisal of a systematic review or research paper on the nominated clinical topic 50%.

HNB2133 NURSING PRACTICE 2: ACUTE CARE
CampusSt Albans
Prerequisite(s) Nursing Practice 1; Human Bioscience 2: Body Structure and Function
Content The content of this subject will be organised around the Functional Health Patterns, in particular: Activity & Exercise, Nutrition & Metabolism, Cognition and perception (neurological dysfunction). Specific nursing skills to be taught will relate to parenteral medication administration; pain assessment and management; nutrition and metabolism maintenance including IV therapy; occupational health and safety protocols and knowledge of infection control principles in relation to the above; hospitalisation and acute episodic illness including the planning, implementing and evaluation of care with a variety of medical and surgical conditions, including respiratory, cardiac, vascular, and neurological; patient education processes and skills; and factors such as cultural and indigenous issues, legal and ethical issues, communication skills, and organisational factors will also be considered in the analysis of client care in clinical settings. Credit Transfer Arrangements (including Articulation Pathways) if applicable
Required Reading Brown, D., & Edwards, H (Eds). (2005). Lewis's medical-surgical nursing. Assessment and management of clinical problems. Marrickville, NSW: Elsevier Australia. Bennett, B., & Murphy, L. (2002). Style guide [Booklet]. St Albans, Vic: Victoria University. Evans-Smith, P. (2005). Taylor's clinical; nursing skills. A nursing process approach. Philadelphia, USA: Lippincott. Hext, V., & Mayner, L. (2003). Practical nursing calculations. Crows Nest, NSW: Allen & Unwin. Tollefson, J. (2004). Clinical psychomotor skills. Assessment tools for nursing students (2nd ed.). Tuggerah, NSW: Social Science Press. *Laboratory skills pack to be obtained from the bookshop. Price $15.00 approximately.
Recommended Reading Australian Nursing Council. (2000). ANC National competency standards for the registered nurse (3rd ed.). Canberra: Author. (Can be ordered online at http://www.anc.org.au )
Australian Nursing Council. (2002). Code of ethics for nurses in Australia [Brochure]. Canberra: Author. (Available at http://www.anc.org.au )
Australian Nursing Council. (2003). Code of professional conduct for nurses in Australia [Brochure]. Canberra: Author. (Available at http://www.anc.org.au )
Evans-Smith, P. (2005). Taylor's clinical; nursing skills. A nursing process approach. Philadelphia, USA: Lippincott.
Galbraith, A., Bullock, S., & Manias, E. (2004). Fundamentals of pharmacology. (4thed.). Frenchs Forest, NSW: Pearson Education Australia.
Nurses Board of Victoria. (1999). Professional conduct information for registered nurses. Melbourne: Author. (Available at http://www.nbv.org.au )
Nurses Board of Victoria. (2001). Professional boundaries. Guidelines for registered nurses in Victoria. Melbourne: Author. (Available at http://www.nbv.org.au )
Recommended Journals American Journal of Nursing, Australian Family Physician, Australian Nurses Journal, Australian Journal of Advanced Nursing, British Medical Journal, Contemporary Nurse Image, Journal of the American Medical Association, Journal of Advanced Nursing, Medical Journal of Australia, Nursing 98+.
Recommended Websites Department of Human Services, Victorian State Government: http://www.dhs.vic.gov.au
Australian Department of Health and Aging:http://www.health.gov.au/
Australian Institute of Health and Welfare: http://www.aihw.gov.au/
Australian Bureau of Statistics: http://www.abs.gov.au/
Australian Resuscitation Council: http://www.resus.org.au/
Heart Foundation (Australia): http://www.heartfoundation.com.au/
Lung net (Australian Lung Foundation): http:www.lungnet.org.au/
Asthma Victoria: http://www.asthma.org.au/index.html
Asthma Australia: http://www.asthmaaustralia.org.au/
National Asthma Council: http://www.nationalasthma.org.au/
The Cancer Council: http://www.accv.org.au
National Breast Cancer Centre: http://www.nbcc.org.au/
Papscreen Victoria: http://www.papscreen.org/
Communicable Diseases Australia: http://www.health.gov.au/pubhlth/cdi/nndss/
Diabetes Australia: http://www.diabetesaustralia.com.au
International Diabetes Institute: http://www.idi.org.au/home.htm
Virtual Hospital: http://www.vh.org/
Subject Hours Equivalent of 40 hours.
Assessment Problem based learning (PBL) group exercise - 30%, 1½ hour Examination - 40%, case study related literature review - 30%, Drug Calculation: Satisfactory/Unsatisfactory.

HNB2134 CLINICAL PRACTICUM 2: ACUTE CARE
CampusSt Albans
Prerequisite(s) Nursing Practice 1: Acute Care, Clinical Practicum 1: Acute Care, Human Bioscience 2: Body Structure and Function Content Students will be expected to develop an increasingly independent role in the delivery of nursing care to clients in acute medical/surgical settings. Students will to be supervised by clinical teachers and/or preceptors during this period of experiential learning. The ANC Competencies will be used as an assessment framework by preceptors and clinical instructors. The students will be expected to focus on the themes they have been exposed to in the accompanying theory subject taken prior to this clinical practicum as outlined in the subject guide. Reflective practice will be encouraged in order to enable students to critically evaluate their clinical practice. The completion of University-specific client care documentation at intervals throughout the clinical placement will enhance the students' clinical communication/documentation skills. Client-student ratios will be graduated throughout the placement and numbers will depend upon the level of acuity. Credit Transfer Arrangements (including Articulation Pathways) if applicable.
Required Reading Australian Nursing Council Incorporated (2000). ANCI competency standards for the registered nurse and the enrolled nurse (3rd Ed) Canberra: Author. (Available at www.anci.org.au )Australian Nursing Council Incorporated (2002). Code of ethics for nurses in Australia [Brochure]. Canberra: Author. (Available at www.anci.org.au ) Australian Nursing Council Incorporated (1995). Code of professional conduct for nurses in Australia [Brochure]. Canberra: Author. (Available at www.anci.org.au ) Bennett, B., & Murphy, L. (2002). Style guide [Booklet]. St Albans, Vic: Victoria University. (also available at www.staff.vu.edu.au/AcuteCareNsg) Fiscbach, F.T. (1999). A manual of laboratory and diagnostic tests (6th Ed) Philadelphia, PA: Lippincott, Williams & Wilkins. Galbraith, A., Bullock, S., & Manias, E. (2001). Fundamentals of pharmacology (3rd Ed) Frenchs Forest, NSW: Pearson Education Australia. Harrison, R. & Daly, L. (2001). Acute medical emergencies. A nursing guide. London: Churchill Livingstone. Lewis, S. M., Heitkemper, M.M., & Dirksen, S. R. (2000). Medical-surgical nursing. Assessment and management of clinical problems (5th Ed) St Louis, MO: Mosby. McCance, K.L., & Huether, S.E. (2002). Pathophysiology. The biological basis for disease in adults & children (4th Ed) St Louis, MO: Mosby. Perry, P., & Potter, A. (2001). Clinical nursing skills and techniques (5th Ed) St Louis, MO: Mosby. Tiziani, A. (2002). Havard's nursing guide to drugs (6th Ed) Marrickville, NSW: Churchill Livingstone.
Recommended Reading Australian Nursing Council. (2000). ANC National competency standards for the registered nurse (3rd ed.). Canberra: Author. (Can be ordered online at http://www.anc.org.au ). Australian Nursing Council. (2002). Code of ethics for nurses in Australia [Brochure]. Canberra: Author. (Available at http://www.anc.org.au ) Australian Nursing Council. (2003). Code of professional conduct for nurses in Australia [Brochure]. Canberra: Author. (Available at http://www.anc.org.au) Evans-Smith, P. (2005). Taylor's clinical; nursing skills. A nursing process approach. Philadelphia, USA: Lippincott. Galbraith, A., Bullock, S., & Manias, E. (2004). Fundamentals of pharmacology. (4thed.). Frenchs Forest, NSW: Pearson Education Australia. Nurses Board of Victoria. (1999). Professional conduct information for registered nurses. Melbourne: Author. (Available at http://www.nbv.org.au ) Nurses Board of Victoria. (2001). Professional boundaries. Guidelines for registered nurses in Victoria. Melbourne: Author. (Available at http://www.nbv.org.au ).
Subject Hours Equivalent of 70 hours.
Assessment In order to be awarded a satisfactory grade for this subject, the student must successfully complete each of the following: satisfactory performance of holistic assessment of one client, as demonstrated by care planning documentation; demonstration of competence in selected skills, according to specified criteria, and in line with the ANC Competencies as defined for a student at this stage of the course; satisfactory participation in reflective practice, as defined by completion of personal learning objectives and reflective journal entries during each week of clinical placement; and demonstration of safe and competent practice in line with the ANC Competencies as defined for a student at this stage of the course. Final assessment: Satisfactory/Unsatisfactory.

HNB2135 NURSING PACTICE 3: HEALTH & ILLNESS IN OLDER ADULTS
CampusSt Albans
Prerequisite(s) Nursing Practice 1: Acute Care
Content The content of this subject will be organised around the Functional Health Patterns: Health Perception & Management; Activity & Exercise, Nutrition & Metabolism, Sleep & Rest, Cognition and Perception, Sexuality and Reproduction and Values and Beliefs. This subject includes exploration of demographics of the Australian population and the contribution to society of older adults; ageism: stereotypes, myths and reality; the normal ageing process and adjustment to change; risk assessment and safety: includes issues relating to sensory changes, musculoskeletal changes and falls; considerations that impact on the wellbeing of the older person: includes promotion of sleep, nutrition, and exercise; dementia, depression and other disorders common in the older population: includes impact on the person and the family; factors that impact on care needs including culture, spirituality and sexuality; ethical and legal concerns: focus on the rights of the confused older person and alternatives to restraint; options and care services: includes accommodation choices, case management and community supports; supporting older adults and their families in the community; specific care needs of older people from a variety of cultural and sub-cultural groups, with a particular focus on Australia's Indigenous population; and specific care needs of the older adult in acute care settings. Credit Transfer Arrangements (including Articulation Pathways) if applicable.
Required Reading Ebersole & Hess 2001, Mosby: StLouis. Nay, R. & Garratt, S. (2004) Nursing older people: issues and innovations. (2nd ed.). Sydney: Churchill Livingstone
Recommended Reading Cluning, T. (2001) Ageing at home - practical approaches to community care. Melbourne:Ausmed Publications. Elioplous, C. (2001) Gerontological nursing (5th ed.). Philadelphia: Lippincott. Koch, S. & Garratt, S. (2001) Assessing older people. Sydney: MacLennan and Petty.
Subject Hours Equivalent of 40 hours.
Assessment Essay (2500 words) - 60%, Individual portfolio - 40%.

HNB2136 CLINICAL PRACTICUM 3: HEALTH AND ILLNESS IN OLDER ADULTS
CampusSt Albans
Prerequisite(s) Nursing Practice 1: Acute Care, Clinical Practicum 1: Acute Care Content Drawing on experience from preceding subjects and clinical experiences students will be expected to develop the foundation skills and knowledge for evolving independence in the delivery of nursing care to the older adult. The completion of a University-specific assessment tool will enhance the students' clinical communication/documentation skills. Client-student ratios will be graduated throughout the placement depending on the capacity of the agencies providing the experience. Credit Transfer Arrangements (including Articulation Pathways) if applicable
Required Reading Ebersole, P., Hess, P. & Luggen, A. (2004). Toward healthy aging (6th ed.). St. Louis: Mosby. Nay, R. & Garratt, S. (2004) Nursing older people: issues and innovations. (2nd ed.). Sydney: Churchill Livingstone.
Recommended Reading Cluning, T. (2001) Ageing at home - practical approaches to community care. Melbourne:Ausmed Publications. Elioplous, C. (2001) Gerontological nursing (5th ed.). Philadelphia: Lippincott. Koch, S. & Garratt, S. (2001) Assessing older people. Sydney: MacLennan and Petty.
Subject Hours Equivalent of 70 hours organised to teaching mode used.
Assessment In order to be awarded a satisfactory grade for this subject, students must complete a university specific work-book related to their experience, to a standard commensurate with their level in the course; demonstrate competence in selected skills, according to specified criteria, and in line with the ANC Competencies as defined for a student at this stage of the course; and demonstrate safe and competent practice in line with the ANC Competencies as defined for a student at this stage of the course. Final assessment: Satisfactory/Unsatisfactory.

HNB2137 ETHICS AND LEGAL STUDIES
CampusSt Albans
Prerequisite(s) Nil
Content The aim of this subject is to introduce nursing and midwifery students to key concepts in ethics and law. The subject aims to develop an understanding of ethical and legal dimensions of practice with the opportunity to examine theory, principles and moral arguments related to professional practice and health care issues.
Required Reading Australian College of Midwives Incorporated (1998). ACMI Competency standards for midwives. Melbourne: Author Australian Nursing Council Incorporated (2002). Code of ethics for nurses in Australia. [Brochure]. Canberra: Author.)Australian Nursing Council Incorporated (1995). Code of professional conduct for nurses in Australia. [Brochure]. Canberra: Author.) Australian Nursing Council Incorporated (2002). ANCI National Competency Standards for the Registered Nurse and the Enrolled Nurse. [Brochure]. Canberra: Author. Forrester, K. & Griffiths, D. (2001). Essentials of law for health professionals. Sydney: Harcourt. Johnstone, M.J. (1999). Bioethics: A nursing perspective. (3rd Ed) Sydney: Harcourt. MacFarleena, P.J.M. (2000). Health law: Commentary and materials. (3rd Ed) Leichardt, NSW: Federation Press. Nurses Board of Victoria. (1999). Code of practice for midwives in Victoria. [Brochure]
Recommended Reading Beauchamp, T.L., & Childress, J.F. (1994). Principles of biomedical ethics. (4th Ed) Sydney: Harcourt Australia Pty. Ltd. Burkhardt, A. & Nathaniel, A., (2002). Ethics and issues in contemporary nursing. (2nd Ed) New York: Delmar: Thompson Learning. Chiarella, M. (2002). The legal and professional status of nursing. Sydney: Churchill Livingston Jones, S.R. (2000). Ethics in midwifery (2nd Ed) Sydney: Mosby. Palmer, G.R., & Short, S.D. (2000). Health care and public policy. (3rd Ed) Melbourne: MacMillan Staunton, P.J., & Whyburn, B. (1997). Nursing and the law. (4th Ed) Sydney: Harcourt Brace. Wallace, M. ( 2001). Health care and the law. (3rd Ed) Sydney: Lawbook Co.
Legislation Mental Health Act 1986 (Vic) Human Tissue Act 1982 (Vic) Age of Majority Act 1982 (Vic) Medical Treatment Act 1988 (Vic) Guardianship and Administration Act 1986 (Vic) Mental Health (Amendment) Act 1995, Health Services Act 1988 (Vic) Freedom of Information Act 1982 (Vic) Privacy Act 2000 (Cth) Public Record Act 1973 (Vic) Drugs, Poisons & Controlled Substances Act 1981 (Vic) Drugs, Poisons & Controlled Substances Regulations 1995 (Vic)
Subject Hours Equivalent of 40 hours organised according to teaching mode used.
Assessment Achievement of subject objectives will be determined through the use of more than one type of assessment methodology. A combination of the following, or other appropriate methodologies will be used: written assessment, reflective journal, learning folio, oral presentation.

HNB2233 NURSING PRACTICE 4: ACUTE CARE
CampusSt Albans
Prerequisite(s) Nursing Practice 2: Acute Care, Nursing Practice 3: Health & Illness in Older Adults
Content The content of this subject will be organised around the Functional Health Patterns, in particular: Nutrition & Metabolism, Elimination (gastrointestinal & renal); Movement and co-ordination (musculoskeletal skeletal trauma); Sexuality and reproduction (reproductive cancers). Specific nursing skills to be taught will relate to parenteral medication administration; complex care needs for those patients who are unable to care for their own health needs; elimination pattern; sexuality and reproduction pattern; occupational health and safety protocols and knowledge of infection control principles in relation to the above; hospitalisation and acute episodic illnesses including the planning, implementing and evaluation of care used to treat clients with a variety of medical and surgical conditions, including gastrointestinal, renal, musculoskeletal trauma, reproductive cancers; patient education processes and skills; and factors such as cultural and indigenous issues, legal and ethical issues, communication skills, and organisational factors will also be considered in the analysis of client care in clinical settings. Credit Transfer Arrangements (including Articulation Pathways) if applicable.
Required Reading Brown, D., & Edwards, H (Eds). (2005). Lewis's medical-surgical nursing. Assessment and management of clinical problems. Marrickville, NSW: Elsevier Australia. Bennett, B., & Murphy, L. (2002). Style guide [Booklet]. St Albans, Vic: Victoria University. Bryant, B., Knights, K. & Salerno, E. (2003) Pharmacology for health professionals. Marrickville, NSW: Mosby. Dillon, P.M. (2003). Nursing Health Assessment. Acritical thinking, case studies approach. Philadelphia, USA: Lippincott. Evans-Smith, P. (2005). Taylor's clinical; nursing skills. A nursing process approach. Philadelphia, USA: Lippincott. Hext, V., & Mayner, L. (2003). Practical nursing calculations. Crows Nest, NSW: Allen & Unwin. Tollefson, J. (2004). Clinical psychomotor skills. Assessment tools for nursing students (2nd ed.). Tuggerah, NSW: Social Science Press.
Recommended Reading Galbraith, A., Bullock, S., & Manias, E. (2004). Fundamentals of pharmacology. (4thed.). Frenchs Forest, NSW: Pearson Education Australia. Nurses Board of Victoria. (1999). Professional conduct information for registered nurses. Melbourne: Author. (Available at http://www.nbv.org.au ). Nurses Board of Victoria. (2001). Professional boundaries. Guidelines for registered nurses in Victoria. Melbourne: Author. (Available at http://www.nbv.org.au ).
Recommended Journals American Journal of Nursing, Australian Family Physician, Australian Nurses Journal, Australian Journal of Advanced Nursing, British Medical Journal
Contemporary Nurse, Image, Journal of the American Medical Association, Journal of Advanced Nursing, Medical Journal of Australia, Nursing 98+.
Recommended Websites Department of Human Services, Victorian State Government: www.dhs.vic.gov.au, Australian Department of Health and Ageing www.health.gov.au, Australian Institute of Health and Welfare www.aihw.gov.au, Australian Bureau of Statistics www.abs.gov.au, Australian Resuscitation Council www.resus.org.au, Heart Foundation (Australia) www.heartfoundation.com.au, Lung net (Australian Lung Foundation) www.lungnet.org.au, Asthma Victoria www.asthma.org.au, Asthma Australia www.asthmaaustralia.org.au, National Asthma Council www.nationalasthma.org.au, The Cancer Council www.accv.org.au, National Breast Cancer Centre www.nbcc.org.au, Papscreen Victoria www.papscreen.org, Communicable Diseases Australia www.health.gov.au/pubhlth/cdi/nndss, Diabetes Australia www.diabetesaustralia.com.au, International Diabetes Institute www.idi.org.au, Virtual Hospital www.vh.org (In addition, students will be provided with more specific website information under set topic areas).
Subject Hours Equivalent of 40 hours.
Assessment Problem based learning (PBL) group exercise 30%, 1½ hour Examination 40%, case study related literature review (1200 words.) 30%.

HNB2234 PRACTICUM 4: ACUTE CARE
CampusSt Albans
Prerequisite(s) Nursing Practice 2: Acute Care, Clinical Practicum 2: Acute Care, Nursing Practice 3: Health & Illness in Older Adults, Clinical Practicum 3: Health & Illness in Older Adults
Content Students will be expected to develop an increasingly independent role in the delivery of nursing care to clients in acute medical/surgical settings. Students will to be supervised by clinical teachers and/or preceptors during this period of experiential learning. The ANC Competencies will be used as an assessment framework by preceptors and clinical instructors. The students will be expected to focus on the themes they have been exposed to in the accompanying theory subject taken prior to this clinical practicum as outlined in the subject guide. Reflective practice will be encouraged in order to enable students to critically evaluate their clinical practice. The completion of University-specific client care documentation at intervals throughout the clinical placement will enhance the students' clinical communication/documentation skills. Client-student ratios will be graduated throughout the placement and numbers will depend upon the level of acuity.
Required Reading Brown, D., & Edwards, H (Eds). (2005). Lewis's medical-surgical nursing. Assessment and management of clinical problems. Marrickville, NSW: Elsevier Australia. Bennett, B., & Murphy, L. (2002). Style guide [Booklet]. St Albans, Vic: Victoria University. Bryant, B., Knights, K. & Salerno, E. (2003) Pharmacology for health professionals. Marrickville, NSW: Mosby. Dillon, P.M. (2003). Nursing Health Assessment. Acritical thinking, case studies approach. Philadelphia, USA: Lippincott. Evans-Smith, P. (2005). Taylor's clinical; nursing skills. A nursing process approach. Philadelphia, USA: Lippincott. Hext, V., & Mayner, L. (2003). Practical nursing calculations. Crows Nest, NSW: Allen & Unwin. Tollefson, J. (2004). Clinical psychomotor skills. Assessment tools for nursing students (2nd ed.). Tuggerah, NSW: Social Science Press.
Recommended Reading Galbraith, A., Bullock, S., & Manias, E. (2004). Fundamentals of pharmacology. (4thed.). Frenchs Forest, NSW: Pearson Education Australia.Nurses Board of Victoria. (1999). Professional conduct information for registered nurses. Melbourne: Author. (Available at http://www.nbv.org.au ).Nurses Board of Victoria. (2001). Professional boundaries. Guidelines for registered nurses in Victoria. Melbourne: Author. (Available at http://www.nbv.org.au )
Subject Hours Equivalent of 70 hours.
Assessment In order to be awarded a satisfactory grade for this subject, the student must successfully complete each of the following: satisfactory performance of holistic assessment of one client, as demonstrated by care planning documentation. Demonstration of competence in selected skills, according to specified criteria, and in line with the ANCI Competencies as defined for a student at this stage of the course; satisfactory participation in reflective practice, as defined by completion of personal learning objectives and reflective journal entries during each week of clinical placement; and demonstration of safe and competent practice in line with the ANC Competencies as defined for a student at this stage of the course.

HNB2235 NURSING PRACTICE MENTAL HEALTH & ILLNESS
CampusSt Albans
Prerequisite(s) HNB1133 Foundations in Nursing 1, HNB1134 Foundations in Nursing 2, APT1311 Psychology Across the Lifespan
Content The aim of this subject is to develop students' knowledge, skills and attitudes in the promotion of mental health. To meet the needs of people with altered mental health status in institutional and community settings.
Required Reading Stuart, G. W., & Laraia, M. T. (2001). Principles and practice of psychiatric nursing (7th Ed) St. Louis: Mosby.
Recommended Reading American Psychiatric Association (2000) Diagnostic and statistical manual of mental disorders DSM-IV-TR. Washington DC: American Psychiatric Association. Frisch, N.C. & Frisch, L.E., (1998) Psychiatric mental health nursing. Albany: Delamar Publishers Geldard, D. (1998) Basic personal counselling (3rd ed) Sydney: Prentice Hall Gorman, L. M., Raines, M. L. & Sultan, D. F., (2002) Psychosocial Nursing for General Patient care. Philadelphia: F. A. Davis Company Haber, J., Krainovich-Miller, B., McMahon, A. L. & Price-Hoskins, P (1997). Comprehensive psychiatric nursing. (5th. ed ) St- Louis: Mosby Keltner, N. L., Schwecke, L.H., Bostrom, C. E. (1999) Psychiatric nursing (3rd Ed) St Louis: Mosby Year Book Newell, R., & Gournay, K., (2000). Mental health nursing - an evidence-based approach. London: Churchill Livingstone. Thompson, T. & Mathias, P. (Eds) (2000) Lyttle's mental health and disorder London: Bailliere Tindall Townsend, M. C., (2000) Psychiatric mental health nursing: Concepts of care (3rd Ed) Philadelphia: F. A. Davis Company Videbeck, S. L. (2001) Psychiatric mental health nursing Philadelphia: Lippincott
Recommended Websites hna.ffh.vic.gov.au/acmh/ mh/index.htm, Home page of the Victorian Government mental health branch and provides numerous interesting and helpful links. hna.ffh.vic.gov.au/acmh/mh/policy_legislation/abstracts, Provides a complete list of all the branches publications, complete with abstracts. www.healthsci.utas.edu.au/nursing/college/ Link is to the Australian and New Zealand College of Mental Health Nurses home page. The College is the professional body for mental health nurses and the site provides many useful links, including a newsgroup email subscription (free). www.span.com.au/mhrc/, Mental Health Resource Centre www.mhca.com.au Mental Health Council of Australia auseinet.flinders.edu.au AusEinet-Australian Early Intervention Network home.vicnet.net.au/~eppic/ Early Psychosis Prevention and Intervention Centre, mhcs.health.nsw.gov.au/health-public-affairs/mhcs/ NSW Multicultural Health Communication Service, www.health.gov.au/hsdd/mentalhe/ Mental Health Branch of Department of Health & Aged Care
Subject Hours Equivalent of 40 hours organised according to teaching mode used.
Assessment Seminar presentartion 35%; Clinical related assignment - 65%
HNB2236 CLINICAL PRACTICUM 5: MENTAL HEALTH AND ILLNESS
Campus St Albans
Prerequisite(s) HNB1133 Foundations in Nursing 1, HNB1134 Foundations in Nursing 2, APT1311 Psychology Across the Lifespan.
Content The aim of this subject is to develop students' knowledge, skills and attitudes in mental health and illness. To promote mental health and to meet the needs of people with altered mental health status in institutional and community settings. Clinical practice involves the provision of, or assistance with, mental health nursing to selected clients in mental health hospitals, mental health units, and community settings, under the guidance of either a clinical teacher or preceptor.
Required Reading Stuart, G. W., & Laraia, M. T. (2001). Principles and practice of psychiatric nursing (7th Ed) St. Louis: Mosby
Recommended Reading American Psychiatric Association (2000) Diagnostic and statistical manual of mental disorders DSM-IV-TR. Washington DC: American Psychiatric Association.Frisch, N.C. & Frisch, L.E., (1998) Psychiatric mental health nursing. Albany: Delamar PublishersGeldard, D. (1998) Basic personal counselling (3rd ed) Sydney: Prentice Hall Gorman, L. M., Raines, M. L. & Sultan, D. F., (2002) Psychosocial Nursing for General Patient care. Philadelphia: F. A. Davis Company Haber, J., Krainovich-Miller, B., McMahon, A. L. & Price-Hoskins, P (1997). Comprehensive psychiatric nursing. (5th. ed ) St- Louis: Mosby Keltner, N. L., Schwecke, L.H., Bostrom, C. E. (1999) Psychiatric nursing (3rd Ed) St Louis: Mosby Year Book Newell, R., & Gournay, K., (2000). Mental health nursing - an evidence-based approach. London: Churchill Livingstone. Thompson, T. & Mathias, P. (Eds) (2000) Lyttle's mental health and disorder London: Bailliere Tindall Townsend, M. C., (2000) Psychiatric mental health nursing: Concepts of care (3rd Ed) Philadelphia: F. A. Davis Company Videbeck, S. L. (2001) Psychiatric mental health nursing Philadelphia: Lippincott
Recommended Websites hna.ffh.vic.gov.au/acmh/ mh/index.htm Home page of the Victorian Government mental health branch and provides numerous interesting and helpful links. hna.ffh.vic.gov.au/acmh/mh/policy_legislation/abstracts provides a complete list of all the branches publications, complete with abstracts. www.healthsci.utas.edu.au/nursing/college/ Link is to the Australian and New Zealand College of Mental Health Nurses home page. The College is the professional body for mental health nurses and the site provides many useful links, including a newsgroup email subscription (free). www.span.com.au/mhrc/ Mental Health Resource Centre www.mhca.com.au Mental Health Council of Australia auseinet.flinders.edu.au AusEinet - Australian Early Intervention Network home.vicnet.net.au/~eppic/ Early Psychosis Prevention and Intervention Centre mhcs.health.nsw.gov.au/health-public-affairs/mhcs/ NSW Multicultural Health Communication Service www.health.gov.au/hsdd/mentalhe/ Mental Health Branch of Department of Health & Aged Care.
Subject Hours Equivalent of 70 hours organised according to teaching mode used
Assessment Achievement of clinical competencies (Ungraded Pass/Fail)

HNB2236 CLINICAL PRACTICUM 5 MENTAL HEALTH AND ILL

HNB2237 NURSING THERAPEUTICS: APPLIED MEDICATION MANAGEMENT
CampusSt Albans
Prerequisite(s) Human Bioscience 3: Pathophysiology, Nursing Practice 4: Acute Care, Nursing Practice 5: Mental Health & Illness Content General principles of pharmacology; individual responses to medications; principles and guidelines for storage, checking, administration and ocumentation of medications; legal and ethical principles of drug administration; quality use of medications including safety and efficacy issues; medication use across the lifespan and polypharmacy; sociocultural factors influencing drug therapy; adverse drug reactions and interactions; the role of nurses in education and medication therapeutic intervention; and exemplars of commonly used drug groups. Credit Transfer Arrangements (including Articulation Pathways) if applicable.
Required Reading Galbraith, A., Bullock, S and Manias, E. (2004). Fundamentals of pharmacology: A text for nurses and allied health professionals (4th ed.). Frenchs Forest: Pearson Education. Tiziani, A. (2002). Havard's nursing guide to drugs (6th ed.). Sydney: Mosby.
Recommended Reading Aschenbrenner, D. S. & Cleveland, L. W. & Venable, S. J. (2002). Drug therapy in nursing. Philadelphia: Lippincott, Williams & Wilkins. Asperheim, M. K. (2002). Pharmacology: An introductory text (9th ed.). Philadelphia: W. B. Saunders. Begg, E. (2003). Instant clinical pharmacology. Oxford: Blackwell. Bryant, B. J., Knights, K. & Salerno, E. (2003). Pharmacology for health professionals. Marrickville: Mosby. Chernecky, C. (Ed). (2001). Real-world nursing survival guide: Drug calculations and drug administration. Philadelphia: W. B. Saunders. Clayton, B. D. & Stock, Y. N. (2004). Basic Pharmacology for nurses (13th ed.). St Louis: Mosby. Craig, C. R. & Stitzel, R. E. (Eds). (2003). Modern pharmacology with clinical applications (6th ed.). Baltimore: Lippincott, Williams & Wilkins. Dawson, J. S. (2002). Pharmacology (2nd ed.). London: Mosby. Downie, G., Mackenzie, J. and Williams, A. (2003). Pharmacology and medicines for nurses (3rd ed.). Edinburgh: Churchill Livingstone. Edmunds, M. W. (2003). Introduction to clinical pharmacology (4th ed.). St Louis: Mosby. Golan, D. E. (Ed). (2004). Principles of pharmacology: The pathophysiologic basis of drug therapy. Baltimore: Lippincott, Williams & Wilkins. Grahame-Smith, D. G.& Aronson, J. K. 2002. Oxford textbook of clinical pharmacology and drug therapy (3rd ed.). Oxford: Oxford University Press. Hardman, J. G. & Limbird, L. E. (Ed). (2001). Goodman and Gilman's The pharmacological basis of therapeutics (10th ed.). New York: McGraw-Hill. Hollinger, M. A. (2003). Introduction to pharmacology (2nd ed.). London: Taylor and Francis. Kemp, C. A. (Ed). (2002). Paediatric pharmacopoeia (13th ed.). Melbourne: Royal Children's Hospital. Lehne, R. A., Moore, L. A., Crosby, L. J. and Hamilton, B. (2003). Pharmacology for nursing care (5th ed.). St Louis: Saunders. Lippincott, Williams & Wilkins. (2003). Australia New Zealand nursing drug handbook (2nd ed.). Philadelphia: Lippincott, Williams and & Wilkins. Lippincott, Williams & Wilkins. (2005). Clinical pharmacology made incredibly easy (2nd ed.). Philadelphia: Lippincott, Williams and & Wilkins. Lippincott, Williams & Wilkins. (2005). Nursing pharmacology made incredibly easy. Philadelphia: Lippincott, Williams and & Wilkins. Lippincott, Williams & Wilkins. (2004). Straight A's in nursing pharmacology. Philadelphia: Lippincott, Williams and & Wilkins. McCuistion, L. E. & Gutierrez, K. J. (2002). Real-world nursing survival guide: Pharmacolgy. Philadelphia: W. B. Saunders. McGavock, H. (2003). How drugs work: Basic pharmacology for health care professionals. Ascot Vale: Ausmed Publications. McKenry, L. M. & Salerno, E. (2003). Mosby's pharmacology in nursing (21st ed.). St Louis: Mosby. Page, C. P. (2002). Integrated pharmacology (2nd ed.). Edinburgh: Mosby. Rang, H. P. (2003). Pharmacology (5th ed.). Edinburgh: Churchill Livingstone. Winstanley, P. & Walley, T. (2002). Medical pharmacology: A clinical core text for integrated curricula with self-assessment (2nd ed.). Edinburgh: Churchill Livingstone.
Subject Hours Equivalent of 40 hour.
Assessment 1½ hour Examination. Written critique on Quality Use of Medicines (2500 words) - 60%, drug calculation test: Satisfactory/Unsatisfactory.

HNB2238 NURSING THEORY 5: MENTAL HEALTH & ILLNESS
Campus St Albans
Prerequisite(S) Psychology Across the Lifespan
Content Concepts of mental health and illness and their application to mental health nursing; Structure and function of Victoria's mental health services; Victorian Mental Health Act 1986; Concepts of mental health prevention, early intervention, and promotion; Common therapeutic modalities including psychopharmacology and electro convulsive therapy (ECT); Psychiatric nursing theory; Classification of mental illness (DSM-IV-TR, ICD-10); Mental health and illness research; Psychiatric illness, including anxiety disorders, depression, schizophrenia, schizoaffective, bi-poplar, personality disorders; Mental health skills in interviewing, assessment and therapeutic relationships; Consumer participation; Concordance with medication taking; Mental health and illness research; Psychiatry of older age, including dementia and confusion; Risk assessment and crisis intervention; The planing, implementation and evaluation of psychiatric nursing care for individuals and families; Motivational interviewing; and Culturally appropriate assessment and interventions including that for indigenous people.
Required Reading Stuart, G. W., & Laraia, M. T. (2005). Principles and practice of psychiatric nursing (8th Ed) St. Louis: Mosby.
Recommended Reading American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders DSM-IV-TR. Washington DC: American Psychiatric Association. Frisch, N.C. & Frisch, L.E. (2002). Psychiatric mental health nursing. (2nd Ed) Albany: Delamar Publishers. Geldard, D. (2002). Basic personal counselling (4th ed) Sydney: Prentice Hall. Gorman, L. M., Raines, M. L. & Sultan, D. F., (2002). Psychosocial Nursing for General Patient Care. Philadelphia: F. A. Davis Company. Haber, J., Krainovich-Miller, B., McMahon, A. L. & Price-Hoskins, P (1997). Comprehensive psychiatric nursing. (5th. ed) St- Louis: Mosby. Harrison, M., Howard, D. & Mitchell D., (2004) Acute Mental Health Nursing. London: Sage Publications. Keltner, N. L., Schwecke, L.H., Bostrom, C. E. (1999) Psychiatric nursing (3rd Ed) St Louis: Mosby Year Book. Meier, S.T. & Davis, S.T. (2005). The Elements of Counselling. Melbourne: Thompson. Newell, R., & Gournay, K., (2000). Mental health nursing - an evidence-based approach. London: Churchill Livingstone. Thompson, T. & Mathias, P., (Eds) (2000). Lyttle's mental Health and Disorder. London: Bailliere Tindall. Townsend, M. C., (2000). Psychiatric mental health nursing: Concepts of care (3rd Ed) Philadelphia: F. A. Davis Company. Victoria's Mental Health Service: The Framework for Service Delivery. (1996). Health & Community Services, Psychiatric Division (Victoria). Videbeck, S. L., (2001) Psychiatric mental health nursing. Philadelphia: Lippincott. Watkins, P. (2002). Mental Health Nursing: The Art of ompassionate Care. Oxford: Butterworth Heinemann.
Recommended Websites Home page of the Victorian Government mental health branch and provides numerous interesting and helpful links. http://hna.ffh.vic.gov.au/acmh/mh/index.htm, Provides a complete list of all the branches publications, complete with abstracts, http://www.healthsci.utas.edu.au/nursing/college/. Link is to the Australian and New Zealand College of Mental Health Nurses home page. The College is the professional body for mental health nurses and the site provides many useful links, including a newsgroup email subscription (free). www.span.com.au/mhrc/ Mental Health Resource Centre. www.mhca.com.au Mental Health Council of Australia. http://auseinet.flinders.edu.au AusEinet - Australian Early Intervention Network. http://home.vicnet.net.au/~eppic/ Early Psychosis Prevention and Intervention Centre. http://mhcs.health.nsw.gov.au/health-public-affairs/mhcs/ NSW Multicultural Health Communication Service. www.health.gov.au/hsdd/mentalhe/ Mental Health Branch of Department of Health & Aged Care.
Recommended Journals Australian and New Zealand Journal of Mental Health Nursing, Journal of Child and Adolescent Psychiatric and Mental Health Nursing, Journal of Psychosocial Nursing and Mental Health, Journal of Mental Health Counselling
Journal of Mental Health, Journal of Psychiatric and Mental Health Nursing, Journal of Infant Mental Health, Journal of Mental Health Nursing, Psychiatric Rehabilitation Journal.
Subject Hours Equivalent of 80 hours
Assessment Presentation - 20%, assignment (2500 words) - 40%, three hour Examination 40%.

HNB3101 RESEARCH FOR PRACTICE
Campus St Albans
Prerequisite(s) Nil
Content Significance of research in nursing; links between nursing education, theory and practice; approaches to research process: qualitative and quantitative designs including mixed and triangulation methods; classification and characteristics of exploratory, descriptive and explanatory studies; steps in the research process: identification of problem statement, literature review, theoretical framework, sampling, data collection and analysis using descriptive and inferential statistics; ethics and research; disseminating and applying nursing research; evaluate research reports and appraise a systematic review of the literature; basic statistics for appraisal of systematic reviews, including statistical significance, chance, probability, confidence intervals, odds ratios, numbers needed to treat and pitfalls in analysis; and how to appraise the professional application of a systematic review and meta analysis to an aspect of professional practice. Credit Transfer Arrangements (including Articulation Pathways) if applicable.
Required Reading Roberts, K., Taylor, B. (2002). Nursing Research Processes- An Australian Perspective. (2nd Ed.) Australia: Thomson.
Recommended Reading
Borbasi, S., Jackson & D., Langford, R.W. (2004). Navigating the maze of nursing research: An interactive learning adventure. Sydney: Mosby. Brink, P. & Wood, M. (2001). Basic steps in planning nursing research: From question to proposal (5th ed.). Boston: Jones & Bartlett. Burns, N. & Grove, S. (2001). The practice of nursing research: Conduct, critique, & utilisation (4th ed.). Philadelphia: Lippincott. Burns, R. (2000). Introduction to research methods (4th ed.). Frenchs Forest: Pearson Education. Clifford, C. and Harkin, L. (1997). Inferential statistics in nursing and health care. New York: Churchill Livingstone. Cormack, D. F. S. (Ed). (2000). The research process in nursing (4th ed.). Oxford: Blackwell Science. Crookes, P and Davies, S. (Eds). (2004). Research into practice: essential skills for reading and applying research in nursing and health care (2nd ed.). Edinburgh: Bailliere Tindall. Dempsey, P. & Dempsey, A. (2000). Using nursing research: Process, critical evaluation.and utilization. Philadelphia: Lippincott. Freshwater, D & Bishop, V. (Eds). (2004). Nursing research in context: Appreciation, application and professional development. Basingstoke: Palgrave Macmillan. Gillis, A. & Jackson, W. (2002). Research for nurses: Methods and interpretation. Philadelphia: F. A. Davis. Grbich, C. F. (1999). Qualitative research in health: An introduction. St Leonards: Allen and Unwin. Holloway, I. & Wheeler, S. (2002). Qualitative research in nursing (2nd ed.). Oxford: Blackwell Science. Minichiello, V. (ed). (2003). Handbook of research methods for nursing and health science (2nd ed.). Frenchs Forest:: Prentice Hall Heath. Polgar, S. & Thomas, S. A. (2000). Introduction to research in the health sciences (4th ed.). Edinburgh: Churchill Livingstone. Polit, D. F. & Beck, C.T. (2004). Nursing research: Principles and methods (7th ed). Philadelphia: Lippincott. Polit D. F., Beck. C. T., & Hungler, B. P. (2001). Essentials of nursing research: Methods, appraisals and utilisation (5th ed.). London: Lippincott. Schneider, Z., Elliott, D., LoBiondo-Wood, G. & Haber, J. (2003). Nursing research: Methods, critical appraisal and utilisation (2nd ed.). Sydney: Mosby. Streubert, H. J. & Carpenter, D. R. (1999). Qualitative research in nursing; Advancing the humanistic imperative (2nd ed.). Philadelphia: Lippincott.
Subject Hours Equivalent of 40 hours.
Assessment Assignment (2000 words) - 50%, two hour examination - 50%.

HNB3103 NURSING PRACTICE 6: CHILD, ADOLESCENT & FAMILY
CampusSt Albans.
Prerequisite(s) Human Bioscience 4, Nursing Practice 4: Acute Care, Nursing Practice 5: Mental Health & Illness.
Content The content of this subject will reflect the following: family centred care and the effects of hospitalisation on the child; the effect of different cultural, indigenous and ethnic backgrounds on the care and role of children and adolescents within the family and health care setting; growth and developmental stages of the child from infancy to adolescence; prevention and early intervention of sexually transmitted diseases (excluding HIV/AIDS); episodic illnesses and life events including the planning, implementing and evaluation of care used to treat clients with a variety of medical and surgical conditions, including diabetes and planned and unplanned pregnancy; medication issues in relation to child and adolescent nursing; infectious childhood diseases and their impact on the child's health, including immunization programs available to various cultural and indigenous groups; basic life support for children; services available to assist adolescents work through individual health issues; the role of the nurse in child and adolescent nursing in relation to mandatory reporting requirements; Mental health issues of the older child and adolescent, including homelessness, abuse (physical, psychological, sexual), eating disorders, and the early onset of other mental health disorders; suicide, self-harm, substance abuse prevention and intervention in cultural groups including indigenous Australians; and family assessment. Credit Transfer Arrangements (including Articulation Pathways) if applicable.
Required Reading Hockenberry-Eaton, M., Wilson, D., & Winkelstein, M.L. (Eds). (2005). Wong's Essentials of Paediatric Nursing. (7th Ed.) St. Louis: Mosby.
Recommended Reading Australian Department of Family & Community Services. (2003). The national agenda for early childhood: a draft framework [electronic resource]. Canberra: Author. (Available at electronically via the VU Library Internet site). Australian Department of Health & Aged Care. (2000). Mental Health of young people in Australia [Report]. Canberra: Author. Borkowski, J.G., Ramey, S.L. & Bristol-Power, M. (Eds.) (2002). Parenting and the child's world: influences on academic, intellectual, and social-emotional development. Mahwah: Erlbaum. Hayward, C. (Ed.) (2003). Gender differences at puberty. New York: Cambridge University Press. Healy, J. (Ed.) (2002). Adolescent health. Rozelle: Spinney Press. Hogan, M.J. & White, J.E. (Eds.) (2003) Child health nursing: reviews & rationales. Upper Saddle River: Prentice Hall. Mifflin, P.C. (2003) Saving very premature babies: key ethical issues. Edinburgh: BFM Books for Midwives. Pillitteri, A. (2003). Maternal and child health nursing: Care of the childbearing and childrearing family (4th Ed) Philadelphia: Lippincott. Sofronoff, K., Kosky, R. & Dalgliesh, L. (Eds). (2005). Out of options: a cognitive model of adolescent suicide and risk-taking. Cambridge: Cambridge University Press. Tinsley, B.J. (2003). How children learn to be healthy. New York: Cambridge University Press.
Subject Hours Equivalent of 40 hours.
Assessment Two hour examination 60%, tutorial presentation (Case study) 20%, written summary of tutorial presentation 20%.

HNB3104 CLINICAL PRACTICUM 6: CHILD, ADOLESCENT & FAMILY
CampusSt Albans
Prerequisite(s) Human Bioscience 3: Pathophysiology, Nursing Practice 4: Acute Care, Clinical Practicum 4: Acute Care, Nursing Practice 5: Mental Health & Illness, Clinical Practicum 5: Mental Health & Illness
Content Students will undertake 70 hours of clinical practice and engage in reflective practice with a mentor/clinical educator.
Required Reading Hockenberry-Eaton, M., Wilson, D., & Winkelstein, M.L. (Eds). (2005). Wong's Essentials of Paediatric Nursing. (7th Ed.) St. Louis: Mosby.
Recommended Reading Australian Department of Family & Community Services. (2003). The national agenda for early childhood: a draft framework [electronic resource]. Canberra: Author. (Available at electronically via the VU Library Internet site). Australian Department of Health & Aged Care. (2000). Mental Health of young people in Australia [Report]. Canberra: Author. Borkowski, J.G., Ramey, S.L. & Bristol-Power, M. (Eds.) (2002). Parenting and the child's world: influences on academic, intellectual, and social-emotional development. Mahwah: Erlbaum. Hayward, C. (Ed.) (2003). Gender differences at puberty. New York: Cambridge University Press. Healy, J. (Ed.) (2002). Adolescent health. Rozelle: Spinney Press. Hogan, M.J. & White, J.E. (Eds.) (2003) Child health nursing: reviews & rationales. Upper Saddle River: Prentice Hall. Mifflin, P.C. (2003) Saving very premature babies: key ethical issues. Edinburgh: BFM Books for Midwives. Pillitteri, A. (2003). Maternal and child health nursing: Care of the childbearing and childrearing family (4th Ed) Philadelphia: Lippincott. Sofronoff, K., Kosky, R. & Dalgliesh, L. (Eds). (2005). Out of options: a cognitive model of adolescent suicide and risk-taking. Cambridge: Cambridge University Press. Tinsley, B.J. (2003). How children learn to be healthy. New York: Cambridge University Press.
Subject Hours Equivalent of 70 hours.
Assessment In order to be awarded a satisfactory grade for this subject, the student must successfully complete each of the following: demonstration of competence in selected skills, according to specified criteria, and in line with the ANCI Competencies as defined for a student at this stage of the course; satisfactory participation in reflective practice, as defined by completion of personal learning objectives and reflective journal entries during each week of clinical placement; and demonstration of safe and competent practice in line with the ANC Competencies as defined for a student at this stage of the course.
Final assessment: Satisfactory/Unsatisfactory.

HNB3105 NURSING THEORY 7 - ACUTE CARE
Campus St Albans
Prerequisite(s) HNB2233 Nursing Practice 4: Acute Care; RBM2233 Human Bioscience 3: Pathophysiology
Content The content of this subject will be organised around health breakdown, which causes significant dysfunction in several Functional Health Patterns: The role of the Division 1 Registered Nurse as co-ordinator of patient care; models of co-ordinated care used in Australia; clinical pathways; critique of Patterns of Care; multi-disciplinary communication and co-ordination skills; 'holistic care'; the effect cultural or indigenous background may have on the care needed/provided; the role and function of 'Hospital in the Home' programs; the role of 'care co-ordinators'; and care of patients with complex health breakdown, including HIV/AIDS, shock and multi system failure, adult respiratory distress syndrome, chronic renal failure, burns, cancer.
Required Reading Brown, D., & Edwards, H (Eds). (2005). Lewis's medical-surgical nursing. Assessment and management of clinical problems. Marrickville, NSW: Elsevier Australia. Bennett, B., & Murphy, L. (2002). Style guide [Booklet]. St Albans, Vic: Victoria University. Evans-Smith, P. (2005). Taylor's clinical; nursing skills. A nursing process approach. Philadelphia, USA: Lippincott. Hext, V., & Mayner, L. (2003). Practical nursing calculations. Crows Nest, NSW: Allen & Unwin. Tollefson, J. (2004). Clinical psychomotor skills. Assessment tools for nursing students (2nd ed.). Tuggerah, NSW: Social Science Press.
Recommended Reading Galbraith, A., Bullock, S., & Manias, E. (2004). Fundamentals of pharmacology. (4thed.). Frenchs Forest, NSW: Pearson Education Australia. Nurses Board of Victoria. (1999). Professional conduct information for registered nurses. Melbourne: Author. (Available at http://www.nbv.org.au ). Nurses Board of Victoria. (2001). Professional boundaries. Guidelines for registered nurses in Victoria. Melbourne: Author. (Available at http://www.nbv.org.au
Recommended Journals American Journal of Nursing, Australian Family Physician, Australian Nurses Journal, Australian Journal of Advanced Nursing, British Medical Journal, Contemporary Nurse, Image, Journal of the American Medical Association, Journal of Advanced Nursing, Medical Journal of Australia, Nursing 98+.
Recommended Websites Department of Human Services, Victorian State Government:http://www.dhs.vic.gov.au, Australian Department of Health and Aging:http://www.health.gov.au/, Australian Institute of Health and Welfare: http://www.aihw.gov.au/, Australian Bureau of Statistics: http://www.abs.gov.au/, Australian Resuscitation Council: http://www.resus.org.au/, Heart Foundation (Australia): http://www.heartfoundation.com.au/, Lung net (Australian Lung Foundation): http:www.lungnet.org.au/, Asthma Victoria: http://www.asthma.org.au/index.html, Asthma Australia: http://www.asthmaaustralia.org.au/, National Asthma Council: http://www.nationalasthma.org.au/, The Cancer Council: http://www.accv.org.au, National Breast Cancer Centre: http://www.nbcc.org.au/, Papscreen Victoria: http://www.papscreen.org/, Communicable Diseases Australia: http://www.health.gov.au/pubhlth/cdi/nndss/, Diabetes Australia: http://www.diabetesaustralia.com.au, International Diabetes Institute: http://www.idi.org.au/home.htm, Virtual Hospital: http://www.vh.org/
Subject Hours Equivalent of 40 hours
Assessment Written critique paper (2000 words) - 50%, scenario based clinical decision-making exercise - 50%.

HNB3106 CLINICAL PRACTICUM 7: ACUTE CARE
CampusSt Albans
Prerequisite(s) Nursing Practice 4: Acute Care, Clinical Practicum 4: Acute Care, Human Bioscience 3: Pathophysiology
Content Students will undertake 70 hours of clinical practice and engage in reflective practice with a mentor/clinical educator. The focus of the patients allocated to the students should be those patients who are in need of co-ordinated care so that the students can observe the complexities of managing this type of patient in the clinical area.
Required Reading Brown, D., & Edwards, H (Eds). (2005). Lewis's medical-surgical nursing. Assessment and management of clinical problems. Marrickville, NSW: Elsevier Australia. Bennett, B., & Murphy, L. (2002). Style guide [Booklet]. St Albans, Vic: Victoria University. Evans-Smith, P. (2005). Taylor's clinical; nursing skills. A nursing process approach. Philadelphia, USA: Lippincott. Hext, V., & Mayner, L. (2003). Practical nursing calculations. Crows Nest, NSW: Allen & Unwin. Tollefson, J. (2004). Clinical psychomotor skills. Assessment tools for nursing students (2nd ed.). Tuggerah, NSW: Social Science Press.
Recommended Reading Galbraith, A., Bullock, S., & Manias, E. (2004). Fundamentals of pharmacology. (4thed.). Frenchs Forest, NSW: Pearson Education Australia. Nurses Board of Victoria. (1999). Professional conduct information for registered nurses. Melbourne: Author. (Available at http://www.nbv.org.au ). Nurses Board of Victoria. (2001). Professional boundaries. Guidelines for registered nurses in Victoria. Melbourne: Author. (Available at http://www.nbv.org.au)
Subject Hours Equivalent of 70 hours.
Assessment In order to be awarded a satisfactory grade for this subject, the student must successfully complete each of the following: demonstration of competence in selected skills, according to specified criteria, and in line with the ANCI Competencies as defined for a student at this stage of the course; satisfactory participation in reflective practice, as defined by completion of personal learning objectives and reflective journal entries during each week of clinical placement; and demonstration of safe and competent practice in line with the ANC competencies as defined for a student at this stage of the course. Final assessment: Satisfactory/Unsatisfactory.

HNB3107 NURSING PRACTICE 6: HEALTH & ILLNESS IN THE COMMUNITY
Campus St Albans
Prerequisite(S) Nil
Content The content of this subject will be organised around the Functional Health Patterns, in particular: Health Perception & Management (community, health education and health promotion). Epidemiological transition and its relationship to community nursing from the 19th to the 21st Century; Frameworks, for understanding community nursing in the 21st century; What the differences mean - comparing contemporary community nursing roles; The social determinants of health - understanding the mechanisms; Determining need - different approaches to needs assessment; Demographic data - what can it suggest about a community and its likely health needs?; Epidemiological data - revisiting the social determinants of health; Successful health education and promotion interventions - a world view; Using health education and health promotion strategies; Working with disadvantaged groups - whose needs?; Working across cultures, including with Aboriginal groups; Behavioural interventions and their strengths and limitations; Family and community assessment; Accessing community services; Current and future challenges facing community nurses; and Global and local prevention of infectious diseases, including, HIV/AIDS, bird flu, SARS.
Required Reading Baum, F. (2002). The new public health (2nd.). South Melbourne: Oxford University Press. Stanhope, M., & Lancaster, J. (2002). Community and public health nursing. St Louis, MI: Mosby.
Recommended Reading Eckersley, R., Dixon, J., & Douglas, B. (Eds.). The social origins of well-being. Sydney: Cambridge University Press. McMurray, A. (2003). Community health and wellness: A sociological approach. Marrickville, NSW: Mosby.
Subject Hours Equivalent of 40 hours.
Assessment Assignment (2000 words) - 50%, two hour examination - 50%.

HNB3134 NURSING PRACTICE 6: HEALTH OF THE COMMUNITY
Campus St Albans
Prerequisite(s) HNB 1133 foundation of Nursing 1, HNB1134 Foundation of Nursing 2, HNB 1135 Professional Nursing 1, HNB1234 Professional Nursing 2
Content The aim of this subject is to provide an important basis for professional nursing in all practice settings as it should enhance students understanding about health outcomes in the Australian population as a whole as well as subsections of that population, including Aboriginal Australians. Strategies aimed at improving the health of aggregates of people will also be examined for their effectiveness. In addition, students will gain an understanding of the approaches commonly used to assess the needs of a geopolital area.
Required Reading Allender, J. A., & Spradley, B. W. (2001). Community nursing: Concepts and practice. Philadelphia: Lipponcott Williams & Wilkins.Australian Bureau of Statistics. (undated) The ABS and Indigenous statistics. www.abs.gov.au Australian Institute of Health and Welfare. (2002). Australia's health 2002. Canberra: Author. Baum, F. (1998). The new public health: An Australian perspective. Melbourne: Oxford University Press. Helman, C. (2000). Culture, health and illness. Oxford: Butterworth-Heinemann.
Recommended Reading Carr, T., & Descheemaeker, K. (2002). Nutrition and health. Oxford: Blackwell Science. Hunt, R. (Ed) (2000). Readings in community based nursing. Philadelphia: Lipponcott. O'Connor-Fleming, M. O., & Parker, E. (2001). Health promotion (2Ed) Singapore: Allen & Unwin. Petersen, D. J. & Alexander, G. R. (2001). Needs assessment in public health. New York: Kluwar Academic/Plenum Publishers. Trinder, L., & Reynolds, S. (2000). Evidence-based practice: A critical appraisal. Oxford: Blackwell. Unwin, N. (1997). An introductory guide to public health and epidemiology. Philadelphia: Open University Press.
Subject Hours Equivalent of 40 hours organised according to teaching mode used.
Assessment The students will be required to undertake a group assignment that involves a population/community health concern. A total of 2000 words per student - 100%

HNB3135 CLINICAL PRACTICUM 6: HEALTH OF THE COMMUNITY
CampusSt Albans
Prerequisite(s) HNB3134 Nursing Practice 6: The Health of the Community
Content The aim of this subject is to further develop a number of process skills important in nursing as well as life-long learning and consolidate theory from the pre-requisite subject, The Health of Communities. In particular, students should gain a deeper appreciation of the factors that lead to variation in health outcomes by undertaking a community needs analysis.
Required Reading Allender, J. A., & Spradley, B. W. (2001). Community nursing: Concepts and practice. Philadelphia: Lipponcott Williams & Wilkins. Australian Bureau of Statistics (Undated) The ABS and Indigenous statistics www.abs.gov.au Australian Institute of Health and Welfare (2002) Australia's health 2002. Canberra: Author. Baum, F (1998) The new public health: An Australian perspective. Melbourne: Oxford University Press. Helman, C (2000) Culture, health and illness. Oxford: Butterworth-Heinemann
Recommended Reading Carr, T., & Descheemaeker, K. (2002). Nutrition and health. Oxford: Blackwell Science.Hunt, R. (Ed) (2000). Readings in community based nursing. Philadelphia: Lipponcott. O'Connor-Fleming, M. O., & Parker, E. (2001). Health promotion (2Ed) Singapore: Allen & Unwin.Petersen, D. J. & Alexander, G. R. (2001). Needs assessment in public health. New York: Kluwar Academic/Plenum Publishers. Trinder, L., & Reynolds, S. (2000). Evidence-based practice: A critical appraisal. Oxford: Blackwell. Unwin, N. (1997). An introductory guide to public health and epidemiology. Philadelphia: Open University Press.
Subject Hours Equivalent of 70 Hours organised according to teaching mode used.
Assessment Students will be required to work in groups to undertake a community needs analysis in a nominated geopolital area drawing upon theory presented in the pre-requisite subject, The Health of Communities. In the first instance, students will draw upon normative data including Australian Bureau of Statistics demographic and Department of Human Services Burden of Disease data. Then students will be required to gather their own information in their nominated area using one recognised framework for guiding their data collection, analysis and presentation. A graded mark will be given for each group Poster and separate summary.
Subject Hours Equivalent of 70 hours organized according to teaching mode used.
HNB3136 NURSING PRACTICE 7: MENTAL HEALTH & ILLNESS
Campus St Albans
Prerequisite(s) HNB2235 Nursing Practice 5: Mental health & Illness, HNB2236 Clinical Practicum 5: Mental Health & Illness
Content The aim of this subject is to further develop students' knowledge, skills and attitudes in the promotion of mental health. To meet the needs of people with altered mental health status in institutional and community settings. To provide culturally appropriate care to individuals from various cultural groups, including Aboriginal and Torres Strait Islanders.
Required Reading Stuart, G. W., & Laraia, M. T. (2001). Principles and practice of psychiatric nursing (7th Ed) St. Louis: Mosby.
Recommended Reading American Psychiatric Association ( 2000 ) Diagnostic and statistical manual of mental disorders DSM-IV-TR. Washington DC: American Psychiatric Association. Frisch, N.C. & Frisch, L.E., (1998) Psychiatric mental health nursing. Albany: Delamar Publishers. Geldard, D. (1998) Basic personal counselling (3rd ed) Sydney: Prentice Hall. Gorman, L. M., Raines, M. L. & Sultan, D. F., (2002) Psychosocial Nursing for General Patient care. Philadelphia: F. A. Davis Company. Haber, J., Krainovich-Miller, B., McMahon, A. L. & Price-Hoskins, P (1997). Comprehensive psychiatric nursing. (5th. ed ) St- Louis: Mosby. Keltner, N. L., Schwecke, L.H., Bostrom, C. E. (1999) Psychiatric nursing (3rd Ed) St Louis: Mosby Year Book. Newell, R., & Gournay, K., (2000). Mental health nursing - an evidence-based approach. London: Churchill Livingstone. Thompson, T. & Mathias, P., (Eds) (2000) Lyttle's mental health and disorder London: Bailliere Tindall. Townsend, M. C., (2000) Psychiatric mental health nursing: Concepts of care (3rd Ed) Philadelphia: F. A. Davis Company. Videbeck, S. L., (2001) Psychiatric mental health nursing Philadelphia: Lippincott
Websites hna.ffh.vic.gov.au/acmh/mh/index.htm Home page of the Victorian Government mental health branch and provides numerous interesting and helpful links. hna.ffh.vic.gov.au/acmh/ mh/policy_legislation/abstracts provides a complete list of all the branches publications, complete with abstracts. www.healthsci.utas.edu.au/nursing/college/ Link is to the Australian and New Zealand College of Mental Health Nurses home page. The College is the professional body for mental health nurses and the site provides many useful links, including a newsgroup email subscription (free). www.span.com.au/mhrc/ Mental Health Resource Centre. www.mhca.com.au Mental Health Council of Australia. auseinet.flinders.edu.au AusEinet - Australian Early Intervention Network. home.vicnet.net.au/~eppic/ Early Psychosis Prevention and Intervention Centre. mhcs.health.nsw.gov.au/health-public-affairs/mhcs/ NSW Multicultural Health Communication Service www.health.gov.au/hsdd/mentalhe/ Mental Health Branch of Department of Health & Aged Care.
Subject Hours Equivalent of 40 hours organised according to teaching mode used.
Assessment Seminar presentation 35%; Examination 65%

HNB3136 NURS PRACTICE 7 MENTAL HLTH AND ILLNESS

HNB3137 CLINICAL PRACTICUM 7: MENTAL HEALTH & ILLNESS
CampusSt Albans
Prerequisites(s) HNB22435 Nursing Practice 5: Mental Health & Illness, HNB22356 Clinical Practicum 5: Mental Health & Illness.
Content The aim of this subject is to further enhance students' knowledge, skills and attitudes in mental health and illness. To promote mental health, and to meet the needs of people with altered mental health status in institutional and community settings. To provide culturally appropriate care to individuals from various cultural groups, including Aboriginal and Torres Strait Islanders. Clinical practice involves the provision, or assistance with the provision of mental health nursing care to selected clients/patients in mental health hospitals or units, and community settings, under the guidance of either a clinical teacher or preceptor.
Required Reading Stuart, G. W., & Laraia, M. T. (2001). Principles and practice of psychiatric nursing (7th Ed) St. Louis: Mosby.
Recommended Reading American Psychiatric Association (2000) Diagnostic and statistical manual of mental disorders DSM-IV-TR. Washington DC: American Psychiatric Association. Frisch, N.C. & Frisch, L.E., (1998) Psychiatric mental health nursing. Albany: Delamar Publishers Geldard, D. (1998) Basic personal counselling (3rd ed) Sydney: Prentice Hall Gorman, L. M., Raines, M. L. & Sultan, D. F., (2002) Psychosocial Nursing for General Patient care. Philadelphia: F. A. Davis Company Haber, J., Krainovich-Miller, B., McMahon, A. L. & Price-Hoskins, P (1997). Comprehensive psychiatric nursing. (5th. ed ) St- Louis: Mosby Keltner, N. L., Schwecke, L.H., Bostrom, C. E. (1999) Psychiatric nursing (3rd Ed) St Louis: Mosby Year Book Newell, R., & Gournay, K., (2000). Mental health nursing - an evidence-based approach. London: Churchill Livingstone. Thompson, T. & Mathias, P. (Eds) (2000) Lyttle's mental health and disorder London: Bailliere Tindall Townsend, M. C., (2000) Psychiatric mental health nursing: Concepts of care (3rd Ed) Philadelphia: F. A. Davis Company Videbeck, S. L. (2001) Psychiatric mental health nursing Philadelphia: Lippincott.
Websites hna.ffh.vic.gov.au/acmh/mh/index.htm Home page of the Victorian Government mental health branch and provides numerous interesting and helpful links. hna.ffh.vic.gov.au/acmh/mh/policy_legislation/abstracts Provides a complete list of all the branches publications, complete with abstracts. www.healthsci.utas.edu.au/nursing/college/ Link is to the Australian and New Zealand College of Mental Health Nurses home page. The College is the professional body for mental health nurses and the site provides many useful links, including a newsgroup email subscription (free). www.span.com.au/mhrc/ Mental Health Resource Centre. www.mhca.com.au Mental Health Council of Australia. auseinet.flinders.edu.au AusEinet - Australian Early Intervention Network. home.vicnet.net.au/~eppic/ Early Psychosis Prevention and Intervention Centre. mhcs.health.nsw.gov.au/health-public-affairs/mhcs/ NSW Multicultural Health www.health.gov.au/hsdd/mentalhe/ Mental Health Branch of Department of Health & Aged Care.
Subject Hours Equivalent of 70 hours organised according to teaching mode used.
Assessment Achievement of clinical competencies (Ungraded: pass/fail)

HNB3201 NURSING THEORY 8 (ELECTIVE): HEALTH & ILLNESS IN OLDER ADULTS
Campus St Albans
Prerequisites Nursing Practice 3: Health & Illness in Older Adults
Content Current gerontological research; review of the physiological and psychosocial consequences of normal ageing: focus on health promotion/illness prevention; overview of major theories of ageing; complex clients: refinement of assessment skills including use of specific assessment tools; assessment and clinical decision making: includes assessment and management of pain and bowel function, assessment and promotion of urinary continence and the assessment and management of challenging behaviours in confused clients; and Review care frameworks: includes intra-agency transfers and discharge planning.
Required Reading Ebersole, P., Hess, P. & Luggen, A. (2004). Toward healthy aging (6th ed.). St. Louis: Mosby. Nay, R. & Garratt, S. (2004) Nursing older people: issues and innovations. (2nd ed.). Sydney: Churchill Livingstone.
Recommended Reading Cluning, T. (2001) Ageing at home - practical approaches to community care. Melbourne:Ausmed Publications. Elioplous, C. (2001) Gerontological nursing (5th ed.). Philadelphia: Lippincott. Koch, S. & Garratt, S. (2001) Assessing older people. Sydney: MacLennan and Petty.
Subject Hours Equivalent of 40 hours
Assessment Written assignment (2500 words) - 60%, Individual portfolio (1500 words) - 40%.

HNB3202 NURSING THEORY 8 : MENTAL HEALTH ILLNESS

HNB3203 CLINICAL PRACTICE 8 : ACUTE CARE

HNB3226 NURSING PRACTICE 6: CHILD, ADOLESCENT & FAMILY.
Campus St Albans.
Prerequisite(s) Human Bioscience 4, Nursing Practice 4: Acute Care, Nursing Practice 5: Mental Health & Illness,
Content The content of this subject will reflect the following: Family centred care and the effects of hospitalisation on the child; The effect of different cultural, indigenous and ethnic backgrounds on the care and role of children and adolescents within the family and health care setting; Growth and developmental stages of the child from infancy to adolescence; Prevention and early intervention of sexually transmitted diseases (excluding HIV/AIDS); Episodic illnesses and life events including the planning, implementing and evaluation of care used to treat clients with a variety of medical and surgical conditions, including diabetes and planned and unplanned pregnancy; Medication issues in relation to child and adolescent nursing; Infectious childhood diseases and their impact on the child's health, including immunization programs available to various cultural and indigenous groups; Basic life support for children; Services available to assist adolescents work through individual health issues; The role of the nurse in child and adolescent nursing in relation to mandatory reporting requirements; Mental health issues of the older child and adolescent, including homelessness, abuse (physical, psychological, sexual), eating disorders, and the early onset of other mental health disorders; Suicide, self-harm, substance abuse prevention and intervention in cultural groups including indigenous Australians; and Family assessment.
Required Reading Hockenberry-Eaton, M., Wilson, D., & Winkelstein, M.L. (Eds). (2005). Wong's Essentials of Paediatric Nursing. (7th Ed.) St. Louis: Mosby.
Recommended Reading Australian Department of Family & Community Services. (2003). The national agenda for early childhood: a draft framework [electronic resource]. Canberra: Author. (Available at electronically via the VU Library Internet site) Australian Department of Health & Aged Care. (2000). Mental Health of young people in Australia [Report]. Canberra: Author. Borkowski, J.G., Ramey, S.L. & Bristol-Power, M. (Eds.) (2002). Parenting and the child's world: influences on academic, intellectual, and social-emotional development. Mahwah: Erlbaum. Hayward, C. (Ed.) (2003). Gender differences at puberty. New York: Cambridge University Press. Healy, J. (Ed.) (2002). Adolescent health. Rozelle: Spinney Press. Hogan, M.J. & White, J.E. (Eds.) (2003) Child health nursing: reviews & rationales. Upper Saddle River: Prentice Hall. Mifflin, P.C. (2003) Saving very premature babies: key ethical issues. Edinburgh: BFM Books for Midwives. Pillitteri, A. (2003). Maternal and child health nursing: Care of the childbearing and childrearing family (4th Ed) Philadelphia: Lippincott. Sofronoff, K., Kosky, R. & Dalgliesh, L. (Eds). (2005). Out of options: a cognitive model of adolescent suicide and risk-taking. Cambridge: Cambridge University Press. Tinsley, B.J. (2003). How children learn to be healthy. New York: Cambridge University Press.
Class Contact Equivalent of 40 hours.
Assessment two hour Examination 60%
Tutorial Presentation (Case study) 20%
Written summary of tutorial presentation 20%

HNB3228 NURSING PRACTICE 8 (ELECTIVE): CHILD, ADOLESCENT & FAMILY
CampusSt Albans
Prerequisite(s) Nursing Practice 6: Child, Adolescent & Family
Content Review of principles of growth and development in relation to acute paediatric nursing, such as the sick child and adolescent in a variety of settings; Health promotion and societal concerns of childhood and adolescence such as AIDS, behaviour problems, sexual assault; The more common child and adolescent genetic and development disorders requiring short/long term nursing interventions/management; A variety of conditions including prevention strategies encountered in children and adolescents including childhood accidents and trauma, and sexually transmitted disease prevention; and Adapt aspects of the above to various cultural and indigenous groups.
Required Reading Hockenberry-Eaton, M., Wilson, D., & Winkelstein, M.L. (Eds). (2005). Wong's Essentials of Paediatric Nursing. (7th Ed.) St. Louis: Mosby.
Recommended Reading Australian Department of Family & Community Services. (2003). The national agenda for early childhood: a draft framework [electronic resource]. Canberra: Author. (Available at electronically via the VU Library Internet site) Australian Department of Health & Aged Care. (2000). Mental Health of young people in Australia [Report]. Canberra: Author. Borkowski, J.G., Ramey, S.L. & Bristol-Power, M. (Eds.) (2002). Parenting and the child's world: influences on academic, intellectual, and social-emotional development. Mahwah: Erlbaum. Hayward, C. (Ed.) (2003). Gender differences at puberty. New York: Cambridge University Press. Healy, J. (Ed.) (2002). Adolescent health. Rozelle: Spinney Press. Hogan, M.J. & White, J.E. (Eds.) (2003) Child health nursing: reviews & rationales. Upper Saddle River: Prentice Hall. Mifflin, P.C. (2003) Saving very premature babies: key ethical issues. Edinburgh: BFM Books for Midwives. Pillitteri, A. (2003). Maternal and child health nursing: Care of the childbearing and childrearing family (4th Ed) Philadelphia: Lippincott. Sofronoff, K., Kosky, R. & Dalgliesh, L. (Eds). (2005). Out of options: a cognitive model of adolescent suicide and risk-taking. Cambridge: Cambridge University Press. Tinsley, B.J. (2003). How children learn to be healthy. New York: Cambridge University Press.
Class Contact Equivalent to 40 hours.
Assessment Case study (2000 words.) 50%: Project (2000 words.) 50%

HNB3230 CLINICAL PRACTICUM 8 (ELECTIVE): MENTAL HEALTH & ILLNESS
Campus St Albans
Prerequisite(s) Nursing Practice 5: Mental Health & Illness, Clinical Practicum 5: Mental Health & Illness
Content Students will be provided with opportunities to practise a range of mental health nursing skills, including observing and participating in psychotherapeutic approaches to care, such as cognitive behaviour therapy, and group therapy; observing and assisting in the prevention and therapeutic management of aggression; observing and participating in case management; reflecting on his or her practices in the prevention and management of aggression; and developing an understanding of mental health policy and issues related to mental health service provision.
Required Reading Barker, P. (2003). Psychiatric and Mental Health Nursing: The Craft of Caring. London: Arnold. Antai-Otong, D. (2003). Psychiatric Nursing: Biological & Behavioural Concepts. London: Thompson.
Recommended Reading American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders DSM-IV-TR. Washington DC: American Psychiatric Association. Frisch, N.C. & Frisch, L.E. (2002). Psychiatric mental health nursing. (2nd Ed) Albany: Delamar Publishers. Geldard, D. (2002). Basic personal counselling (4th ed) Sydney: Prentice Hall. Gorman, L. M., Raines, M. L. & Sultan, D. F., (2002). Psychosocial Nursing for General Patient Care. Philadelphia: F. A. Davis Company. Haber, J., Krainovich-Miller, B., McMahon, A. L. & Price-Hoskins, P (1997). Comprehensive psychiatric nursing. (5th. ed) St- Louis: Mosby. Harrison, M., Howard, D. & Mitchell D., (2004) Acute Mental Health Nursing. London: Sage Publications. Keltner, N. L., Schwecke, L.H., Bostrom, C. E. (1999) Psychiatric nursing (3rd Ed) St Louis: Mosby Year Book. Meier, S.T. & Davis, S.T. (2005). The Elements of Counselling. Melbourne: Thompson. Newell, R., & Gournay, K., (2000). Mental health nursing - an evidence-based approach. London: Churchill Livingstone. Thompson, T. & Mathias, P., (Eds) (2000). Lyttle's mental Health and Disorder. London: Bailliere Tindall. Townsend, M. C., (2000). Psychiatric mental health nursing: Concepts of care (3rd Ed) Philadelphia: F. A. Davis Company. Victoria's Mental Health Service: The Framework for Service Delivery. (1996). Health & Community Services, Psychiatric Division (Victoria). Videbeck, S. L., (2001) Psychiatric mental health nursing. Philadelphia: Lippincott. Watkins, P. (2002). Mental Health Nursing: The Art of Compassionate Care. Oxford: Butterworth Heinemann.
Subject Hours 140 hours of clinical experience.
Assessment In order to be awarded a satisfactory grade for this subject, the student must successfully complete each of the following: demonstration of competence in skills in line with those required for a graduate nurse at beginning level, in line with the ANCI competencies (1998); demonstrate safe and competent practice in line with the ANCI Competencies and Australian and New Zealand College of Mental Health Nurses Inc. Standards of Practice for Mental Health Nursing, as defined for a student at this stage of the course; and demonstrate competency in conducting a Mental Health Status Examination. Final assessment: Satisfactory/Unsatisfactory.

HNB3236 TRANSISTION TO PROFESSIONAL PRACTICE
CampusSt Albans
Prerequisite(s)Nil.
Content The topics to be taught in this subject are: the health care system and various forces influencing health care delivery including health policy; organisational structures and functions; leadership, followership; principles of management and management of resources; organisational culture; effective communication strategies, problem solving, prioritising and decision making; quality improvement and outcomes; and consumer consultation; professional role expectation, employer and employee relationship; and development of a CV and interview techniques. Credit Transfer Arrangements (including Articulation Pathways) if applicable.
Required Reading Chang, E. and Daly, J. (2001). Transitions in nursing. Sydney: MacLennan & Petty
Recommended Reading Australian Nursing Council Incorporated (2002). Code of ethics for nurses in Australia [Brochure]. Canberra: Author). Australian Nursing Council Incorporated (1995). Code of professional conduct for nurses in Australia. [Brochure]. Canberra: Author). Australian Nursing Council Incorporated (2002). ANCI National Competency Standards for the Registered Nurse and the Enrolled Nurse. [Brochure]. Canberra: Author. Palmer, G. R. & Short, S. (2000). Health care and public policy: An Australian analysis. (3rd Ed) Melbourne: MacMillian Publishers. Wheeler, N., & Grice. D. (2000). Management in health care. Cheltenham, UK: Stanley Thomas.
Subject Hours Equivalent of 40 hours.
Assessment Presentation 30%, management case study assignment (2000 words) - 50%, development of a CV or Professional Portfolio - 20%.

HNB3237 RESEARCH PRACTICE
Campus St Albans
Prerequisite(s) Nil
Content The aim of this subject is to provide fundamental knowledge in the research process. The subject builds upon previous knowledge and skills gained in Evidence Based Health Care to develop an understanding of the relationship between nursing research and nursing practice. It aims to provide a broad range of research designs and methodologies that are currently utilised by nurse researchers and to validate and refine existing nursing knowledge in order to improve nursing practice.
Required Reading Polit D.F., Beck.C.T., & Hungler, B.P. (2000) Essentials of Nursing Research. (5th.Ed) London: Lippincott or Beanland, C., Schneider, Z., LoBiondo-Wood, G. & Haber, J. (2000). Nursing Research: Methods, Critical Appraisal and Utilisation. Sydney: Mosby
Recommended Reading Australian Nursing Federation (1997), Standards for Research for the Nursing Profession, ANF, Melbourne Bell, P., Daly. & Chang, E. (1997) 'A study of the educational and research priorities of registered nurses in rural ustralia'. Journal of Advanced Nursing, vol.25,no.4, 794-800 Brink, P. & Wood, M. (1994). Basic Steps in Planning Nursing Research: From Question to Proposal. (4th Ed) Boston: Yokes & Barlette Burns, N & Grove, S. (2001). The Practice of Nursing Research: Conduct, Critique, & Utilisation. 4th Edition. Philadelphia: Lippincott Dempsey, P. & Dempsey, A. (2000). Using Nursing Research: Process, Critical Evaluation. And Utilization. Philadelphia: Lippincott Field, P.A. & Morse, J. M. (1996). Qualitative Nursing Research: The Application of Qualitative Approaches. Sydney: Croom Helm Garrard, J. (1999), Health Sciences Literature Review Made Easy: The Matrix Method, Aspen Publishers Inc., Gaitherburg, Maryland Holloway, I. & Wheeler, S. (1996). Qualitative Research for Nurses. Oxford: Blackwell Science Martin, P. & Pierce, R. (1994). Practical Statistics for Health Sciences. Melbourne: Thomson Minichiello, V., Aroni, R., Timewell, E. & Alexander, L. (1995). In-depth Interviewing: Principles, Technique Analysis ( 2nd Ed) Melbourne: Longman Cheshire Nieswiadomy, R.M. (1998). Foundations of Nursing Research (3rd Ed) Stamford: Appleton & Lange Polit, D. F. & Hungler, B.P. (1999). Nursing Research: Principles and Methods. (6th Ed) Philadelphia: Lippincott Smith, P. (1997). Research Mindedness for Practice: An Interactive Approach for Nursing and Health Care New York: Churchill Livingstone Robbers, K & Taylor, B, (2002) Nursing Research Processes - An Australian Perspective, 2nd Edition, Melbourne: Nelson Thomas
Subject Hours Equivalent of 40 hours organised according to teaching mode used.
Assessment Assignment - 1,500 words: 40% Critically appraise a specific nursing research article related to the subject aims. Examination - two hours: 60%. This will be a combination of multiple choice questions and short answer questions.

HNB3238 NURSING PRACTICE 9: (ELECTIVE) ACUTE CARE
CampusSt Albans
Prerequisite(s) HNB3134 Nursing Practice: Health of the Community, HNB3135 Clinical Practicum 6: Health of the Community, HNB3136 Nursing Practice 7: Mental Health & Illness, HNB3137 Clinical Practicum 7: Mental Health and Illness, HNB3138 Nursing Practice 8: Child and Family Health, HNB3139 Clinical Practicum 8: child and Family Health.
Content The aim of this subject is to consolidate students' knowledge and skills to deliver safe nursing care to clients requiring acute nursing in medical/surgical areas. Students will be expected to utilize critical thinking and problem solving skills and to integrate all knowledge previously acquired in the course to demonstrate the skills necessary to practice safely as a graduate nurse at beginning level.
Required Reading Australian Nursing Council Incorporated (2000). ANCI competency standards for the registered nurse and the enrolled nurse (3rd Ed) Canberra: Author. (Available at www.anci.org.au) Australian Nursing Council Incorporated (2002). Code of ethics for nurses in Australia [Brochure]. Canberra: Author. (Available at www.anci.org.au) Australian Nursing Council Incorporated (1995). Code of professional conduct for nurses in Australia [Brochure]. Canberra: Author. (Available at www.anci.org.au) Bennett, B., & Murphy, L. (2002). Style guide [Booklet]. St Albans, Vic: Victoria University. (also available at www.staff.vu.edu.au/AcuteCareNsg) Fiscbach, F.T. (1999). A manual of laboratory and diagnostic tests (6th Ed) Philadelphia, PA: Lippincott, Williams & Wilkins. Galbraith, A., Bullock, S., & Manias, E. (2001). Fundamentals of pharmacology (3rd Ed) Frenchs Forest, NSW: Pearson Education Australia. Harrison, R. & Daly, L. (2001). Acute medical emergencies. A nursing guide. London: Churchill Livingstone. Lewis, S. M., Heitkemper, M.M., & Dirksen, S. R. (2000). Medical-surgical nursing. Assessment and management of clinical problems (5th Ed) St Louis, MO: Mosby. McCance, K.L., & Huether, S.E. (2002). Pathophysiology. The biological basis for disease in adults & children (4th Ed) St Louis, MO: Mosby. Perry, P., & Potter, A. (2001). Clinical nursing skills and techniques (5th Ed) St Louis, MO: Mosby. Tiziani, A. (2002). Havard's nursing guide to drugs (6th Ed) Marrickville, NSW: Churchill Livingstone.
Recommended Reading Anderson, D.M., Keith, J., Novak, P.D., & Elliot, M.A. (2001). Mosby's medical, nursing, and allied health dictionary (6th Ed) St Louis, MO: Mosby. Bullock, B.A., & Henze, R.L. (2000). Focus of pathophysiology. Philadelphia: Lippincott. Estes, M.E.Z. (2002). Health Assessment and physical examination (2nd Ed) Albany: Delmar homson Learning. Gatford, J.D., & Anderson, R.E. (1998). Nursing calculations (5th Ed) Melbourne: Churchill Livingstone. Lemone, P., & Burke, K.M. (2000). Medical-surgical nursing. Critical thinking in client care (2nd Ed) Upper Saddle River, NJ: Prentice-Hall. Salerno, E. (1999). Pharmacology for health professionals. St Louis, MO: Mosby. Winningham, M.L., & Preusser, B.A. (2001). Critical thinking in medical-surgical settings: A case study approach (2nd Ed) St Louis, MO: Mosby. Wong, D.L. (1999). Whaley and Wong's nursing care of infants and children (6th Ed) St Louis, MO: Mosby.
Recommended Journals American Journal of Nursing, Australian Family Physician, Australian Nurses Journal, Australian Journal of Advanced Nursing, British Medical Journal, Contemporary Nurse, Image, Journal of the American Medical Association, Journal of Advanced Nursing, Medical Journal of Australia, Nursing 98+ (In addition, students will be provided with more specific journals or articles under set topic areas).
Recommended Websites Department of Human Services, Victorian State Government: www.dhs.vic.gov.au, Australian Department of Health and Ageing www.health.gov.au, Australian Institute of Health and Welfare www.aihw.gov.au, Australian Bureau of Statistics www.abs.gov.au, Australian Resuscitation Council www.resus.org.au, Heart Foundation (Australia) www.heartfoundation.com.au, Lung net (Australian Lung Foundation) www.lungnet.org.au, Asthma Victoria www.asthma.org.au, Asthma Australia www.asthmaaustralia.org.au, National Asthma Council www.nationalasthma.org.au, The Cancer Council www.accv.org.au, National Breast Cancer Centre www.nbcc.org.au, Papscreen Victoria www.papscreen.org, Communicable Diseases Australia www.health.gov.au/pubhlth/cdi/nndss, Diabetes Australia www.diabetesaustralia.com.au, International Diabetes Institute www.idi.org.au, Virtual Hospital www.vh.org (In addition, students will be provided with more specific website information under set topic areas).
Subject Hours Equivalent of 40 hours organised according to teaching mode used.
Assessment Problem based learning (PBL) exercise x 1: 20% This exercise will assess the student's ability to integrate the relevant theoretical concepts and problem based learning skills to a case study of a client requiring acute care intervention. Simulated patient care situation: 20% Utilising the case study client in a simulated setting, the student will be required to demonstrate competence in assessment and prioritisation of the client's health care needs. Skills performance assessment Ungraded (Satisfactory/Unsatisfactory) The student's achievement of competence in the selected clinical skills will be assessed in the simulated setting prior to the commencement of the first acute care clinical placement. Self-testing exercises online (not graded) A number of self-testing exercises related to clinical skill and knowledge development will be placed online using WebCT to assist student preparation and learning. Examination: 60%. The student's ability to demonstrate an understanding of knowledge, and to apply it to various acute care situations will be assessed. Students' comprehension and analytical skills will be assessed through the interpretation of specific case studies, requiring explanation and prioritisation of client management and with due regard to the role of other health care professionals.

HNB3239 NURSING PRACTICE 9: (ELECTIVE) MENTAL HEALTH & ILLNESS
CampusSt Albans
Prerequisite(s) HNB3134 Nursing Practice: Health of the Community, HNB3135 Clinical Practicum 6: Health of the Community, HNB3136 Nursing Practice 7: Mental Health & Illness, HNB3137 Clinical Practicum 7: Mental Health and Illness, HNB3138 Nursing Practice 8: Child and Family Health, HNB3139 Clinical Practicum 8: child and Family Health.
Content The aim of this subject is to develop students' knowledge, skills and attitudes in order to promote mental health and to meet the needs of people with altered mental health status in institutional and community settings. To consolidate previously acquired knowledge in mental health nursing.
Required Reading Stuart, G. W., & Laraia, M. T. (2001). Principles and practice of psychiatric nursing (7th Ed) St. Louis: Mosby.
Recommended Reading American Psychiatric Association (2000) Diagnostic and statistical manual of mental disorders DSM-IV-TR. Washington DC: American Psychiatric Association. Frisch, N.C. & Frisch, L.E., (1998) Psychiatric mental health nursing. Albany: Delamar Publishers Geldard, D. (1998) Basic personal counselling (3rd ed) Sydney: Prentice Hall Gorman, L. M., Raines, M. L. & Sultan, D. F., (2002) Psychosocial Nursing for General Patient care. Philadelphia: F. A. Davis Company Haber, J., Krainovich-Miller, B., McMahon, A. L. & Price-Hoskins, P (1997). Comprehensive psychiatric nursing. (5th. ed ) St- Louis: Mosby Keltner, N. L., Schwecke, L.H., Bostrom, C. E. (1999) Psychiatric nursing (3rd Ed) St Louis: Mosby Year Book Newell, R., & Gournay, K., (2000). Mental health nursing - an evidence-based approach. London: Churchill Livingstone. Stuart, G. W., & Laraia, M. T. (2001). Principles and practice of psychiatric nursing (7th Ed) St. Louis: Mosby. Thompson, T. & Mathias, P., (Eds) (2000) Lyttle's mental health and disorder London: Bailliere Tindall Townsend, M. C., (2000) Psychiatric mental health nursing: Concepts of care (3rd Ed) Philadelphia: F. A. Davis Company Videbeck, S. L., (2001) Psychiatric mental health nursing Philadelphia: Lippincott.
Websites hna.ffh.vic.gov.au/acmh/mh/index.htm Home page of the Victorian Government mental health branch and provides numerous interesting and helpful links. hna.ffh.vic.gov.au/acmh/ mh/policy_legislation/abstracts Provides a complete list of all the branches publications, complete with abstracts. www.healthsci.utas.edu.au/nursing/college/ Link is to the Australian and New Zealand College of Mental Health Nurses home page. The College is the professional body for mental health nurses and the site provides many useful links, including a newsgroup email subscription (free). www.span.com.au/mhrc/ Mental Health Resource Centre. www.mhca.com.au Mental Health Council of Australia. auseinet.flinders.edu.au AusEinet - Australian Early Intervention Networkhome.vicnet.net.au/~eppic/ Early Psychosis Prevention and Intervention Centre. mhcs.health.nsw.gov.au/health-public-affairs/mhcs/ NSW Multicultural Health Communication Service. Communication Service. www.health.gov.au/hsdd/mentalhe/ Mental Health Branch of Department of Health & Aged Care.
Subject Hours Equivalent of 40 hours over one semester comprising of lectures, tutorials and seminars & workshops
Assessment Case management study, comprising: Interview and assessment 40% (1900-2100 words); Case management report 60% (2800-3000 words).

HNB3241 NURSING PRACTICE 9: (ELECTIVE) CHILD AND FAMILY HEALTH
CampusSt Albans
Prerequisite(s) Nursing Practice 6: Health of the Community, Clinical Practicum 6: Health of the Community, Nursing Practice 7: Mental Health and Illness, Clinical Practicum 7: Mental Health and Illness, Nursing Practice 8: Child and Family Health and Clinical Practicum 8: Child and Family Health
Subject Aims The aim of this subject is to develop in students, knowledge and skills to meet the need of child and family in a paediatric environment. It aims to emphasize on the growth and developmental perspectives of childhood and adolescence, health promotion and support during these developmental experiences, including common paediatric conditions and specific needs of sick children and their families.
Content Review of principles of growth and development in relation to acute paediatric nursing, such as sick child and adolescent in hospital or community, the effects of hospitalisation, common medical/surgical conditions, long term/terminal illness. the effects of the child's illness on the family. Communication with children, adolescents, the families. This includes communication with families from diverse cultural backgrounds. Health promotion and societal concerns of childhood and adolescence such as substance abuse, AIDS, child abuse, suicide.
Methods of Teaching The focus of teaching-learning approaches is to draw upon and extend the students' knowledge in lectures, tutorials, seminars, group work and presentation. A range of multi media will be utilised to enhance and stimulate discussion.
Required Reading Wong, L.D., Hockenberry-Eaton, M., Winkelstein, M.L., Wilson, D., Ahmann, E. & DiVito-Thomas, P.A. (Eds). (1999). Whaley & Wong's Nursing Care of Infants and Children. (6th Ed) St. Louis: Mosey.
Recommended Reading Bowden, V.R., Dickey, S.B. & Greenberg, C.S. (1999). Children and their families: The continuum of care. Philadelphia: W.B. Saunders; Pillitteri, A. (1999). Maternal and child health nursing: Care of the childbearing and childrearing family (3rd Ed) Philadelphia: Lippincott.
Subject Hours Equivalent to 40 hours distributed according to the teaching mode used.
Assessment Case management study, comprising: Interview and assessment 40% (1900-2100 words); Case management report 60% (2800-3000 words).

HNB3242 NURSING PRACTICE 9: (ELECTIVE) HEALTH & ILLNESS IN OLDER ADULTS
Campus St Albans
Prerequisite(s) Nursing Practice 6: Health of the Community, Clinical Practicum 6: Health of the Community, Nursing Practice 7: Mental Health and Illness, Clinical Practicum 7: Mental Health and Illness, Nursing Practice 8: Child and Family Health and Clinical Practicum 8: Child and Family Health
Subject Aims The aim of this subject is to build upon the student's awareness and knowledge about special health issues older people by examining the key issues in gerontological nursing and the essential elements of planning care that is creative, sensitive and effective for older people.
Content The physiological and psychosocial consequences of changes for physical and mental health for older people; implications for of the special needs of older people for assessment and clinical decision making; assessment considerations including use of specific assessment tools, refinement of clinical assessment skills; the clinical management of common issues experienced by older people for example management of pain, bowel management, promotion of urinary continence, polypharmacy.
Methods of Teaching A range of teaching and learning approaches will be used in this subject, including lectures, tutorials, role play activities, and group discussion. Audiovisual materials will be used to explore some topics. Students will be encouraged to actively participate in their own learning.
Required Reading Cluning, T. (2001). Ageing at home - practical approaches to community care. Melbourne: Ausmed Publications; Eliopolous, C. (2001). Gerontological nursing (5th Ed) Philadelphia: Lippincott; Hudson, R. & Richmond, J. (2000). Living, Dying, Caring. Life and death in a nursing home. Melbourne: Ausmed Publications
Recommended Reading Cavanaugh, J. & Whitbourne, S. (Eds). (1999). Gerontology: An Interdisciplinary Perspective. New York: Oxford University Press; Ebersole & Hess (2001). Geriatric Nursing & Healthy Ageing. Mosby: St Louis; Hogstel, M. (2001). Gerontology: nursing care of the older adult. Albany, New York: Delmar. In addition access to specific sites will be encouraged. For example: www.alzvic.asn.au Alzheimer's Association of Victoria; www.cas.flinders.edu.au/aag Australian Association of Gerontology; www.health.gov.au/index.htm Australian Department of Health & Ageing; www.vahec.com.au/aboutus.htm Victorian Association of Health & Extended Care; www.accreditation.aust.com/reports/reports.html Residential Aged Care Accreditation Reports.
Subject Hours Equivalent of 40 hours organised according to teaching mode used.
Assessment Assignment 3000 words - 60%; class presentation 1500-2000 words - 40%.

HNB3243 CLINICAL PRACTICUM 8: (ELECTIVE) ACUTE CARE
CampusSt Albans
Prerequisite(s) Nursing Practice 7: Acute Care, Clinical Practicum 7: Acute Care
Content Utilising experience from the previous acute care placement, students will be expected to develop an increasingly independent role in the delivery of nursing care to clients in an acute medical/surgical setting and be capable of planning implementing and evaluating care with minimal supervision. Students will be supervised by clinical teachers and/or preceptors during this period of experiential learning. The ANCI Competencies will be used as an assessment framework by preceptors and clinical instructors. Reflective practice will be encouraged in order to enable students to critically evaluate their clinical practice. A debriefing session once or twice a week will provide an opportunity to share and reflect on their progress with their peers. Client-student ratios will be graduated throughout the placement and numbers will depend upon the level acuity.
Required Reading Brown, D., & Edwards, H (Eds). (2005). Lewis's medical-surgical nursing. Assessment and management of clinical problems. Marrickville, NSW: Elsevier Australia. Bennett, B., & Murphy, L. (2002). Style guide [Booklet]. St Albans, Vic: Victoria University. Evans-Smith, P. (2005). Taylor's clinical; nursing skills. A nursing process approach. Philadelphia, USA: Lippincott. Hext, V., & Mayner, L. (2003). Practical nursing calculations. Crows Nest, NSW: Allen & Unwin. Urden, L.D., Stacy, K.M. & Lough, M.E. (2004) Priorities in Critical Care Nursing (4th ed) St Louis: Mosby. Tollefson, J. (2004). Clinical psychomotor skills. Assessment tools for nursing students (2nd ed.). Tuggerah, NSW: Social Science Press.Australian Nursing Council. (2000). ANC National competency standards for the registered nurse (3rd ed.). Canberra: Author. (Can be ordered online at http://www.anc.org.au ). Australian Nursing Council. (2002). Code of ethics for nurses in Australia [Brochure]. Canberra: Author. (Available at http://www.anc.org.au ). Australian Nursing Council. (2003). Code of professional conduct for nurses in Australia [Brochure]. Canberra: Author. (Available at http://www.anc.org.au ). Evans-Smith, P. (2005). Taylor's clinical; nursing skills. A nursing process approach. Philadelphia, USA: Lippincott. Galbraith, A., Bullock, S., & Manias, E. (2004). Fundamentals of pharmacology. (4thed.). Frenchs Forest, NSW: Pearson Education Australia.
Subject Hours 140 hours of clinical experience
Assessment In order to be awarded a satisfactory grade for this subject, the student must successfully complete each of the following: satisfactory performance of holistic assessment of one client, as demonstrated by care planning documentation; demonstration of competence in skills in line with those required for a graduate nurse at beginning level, in line with the ANCI competencies (1998); satisfactory participation in reflective practice, as defined by completion of personal learning objectives and reflective journal entries during each week of clinical placement; and Demonstration of safe and competent practice in line with that required for a graduate nurse at beginning level, and in line with the ANCI competencies (1998).

HNB3244 CLINICAL PRACTICUM 9: (ELECTIVE) MENTAL HEALTH & ILLNESS
CampusSt Albans
Prerequisite(s) Nursing Practice 6: Health of the Community, Clinical Practicum 6: Health of the Community, Nursing Practice 7: Mental Health and Illness, Clinical Practicum 7: Mental Health and Illness, Nursing Practice 8: Child and Family Health and Clinical Practicum 8: Child and Family Health
Subject Aims The aim of this subject is to develop students' knowledge, skills and attitudes in mental health practice using a range of psychotherapeutic interventions. To consolidate previously acquired clinical skills in mental health nursing. To prepare students to be beginning mental health practitioners.
Methods of Teaching Students will be expected to meet regularly with their mentor to review their progress in meeting the intended learning objectives of the subject.
Required Reading Stuart, G. W., & Laraia, M. T. (2001). Principles and practice of psychiatric nursing (7th Ed) St. Louis: Mosby.
Recommended Reading American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders DSM-IV-TR. Washington DC: American Psychiatric Association; Frisch, N.C. & Frisch, L.E. (1998). Psychiatric mental health nursing. Albany: Delamar Publishers; Geldard, D. (1998) Basic personal counselling (3rd ed) Sydney: Prentice Hall; Gorman, L.M., Raines, M.L. & Sultan, D.F. (2002). Psychosocial Nursing for General Patient care. Philadelphia: F. A. Davis Company; Haber, J., Krainovich-Miller, B., McMahon, A.L. & Price-Hoskins, P. (1997). Comprehensive psychiatric nursing. (5th. ed ) St- Louis: Mosby; Keltner, N.L., Schwecke, L.H. & Bostrom, C.E. (1999). Psychiatric nursing (3rd Ed) St Louis: Mosby Year Book; Newell, R. & Gournay, K. (2000). Mental health nursing - an evidence-based approach. London: Churchill Livingstone; Thompson, T. & Mathias, P. (Eds) (2000). Lyttle's mental health and disorder London: Bailliere Tindall; Townsend, M.C. (2000). Psychiatric mental health nursing: Concepts of care (3rd Ed) Philadelphia: F.A. Davis Company; Videbeck, S.L. (2001). Psychiatric mental health nursing Philadelphia: Lippincott
Internet links hna.ffh.vic.gov.au/acmh/mh/index.htm Home page of the Victorian Government mental health branch and provides numerous interesting and helpful links.
hna.ffh.vic.gov.au/acmh/mh/policy_legislation/abstracts Provides a complete list of all the branches publications, complete with abstracts.
www.healthsci.utas.edu.au/nursing/college/ Link is to the Australian and New Zealand College of Mental Health Nurses home page. The College is the professional body for mental health nurses and the site provides many useful links, including a newsgroup email subscription (free). www.span.com.au/mhrc/ Mental Health Resource Centre; www.mhca.com.au Mental Health Council of Australia; auseinet.flinders.edu.au AusEinet - Australian Early Intervention Network; home.vicnet.net.au/~eppic Early Psychosis Prevention and Intervention Centre; mhcs.health.nsw.gov.au/health-public-affairs/mhcs/ NSW Multicultural Health Communication Service; www.health.gov.au/hsdd/mentalhe/Mental Health Branch of Department of Health & Aged Care
Subject Hours 210 hours of clinical experience, comprising of five days per week, seven hours per day for six weeks.
Assessment Achievement of clinical competencies (Ungraded: Pass/Fail).

HNB3245 CLINICAL PRACTICUM 9: (ELECTIVE) CHILD AND FAMILY HEALTH
CampusSt Albans
Prerequisite(s) Nursing Practice 6: Health of the Community, Clinical Practicum 6: Health of the Community, Nursing Practice 7: Mental Health and Illness, Clinical Practicum 7: Mental Health and Illness, Nursing Practice 8: Child and Family Health and Clinical Practicum 8: Child and Family Health
Subject Aims The aim of this subject is to give students the opportunity to practice clinical skills in caring for the child and family in a paediatric clinical environment. It is designed to help students make the often difficult transition from study to work practice. Students are therefore given the opportunity to consolidate their knowledge of the principles of paediatric nursing and skills acquired throughout the course. It also aims to provide students with the opportunity to develop and apply management skills in the delivery of paediatric nursing care.
Content Students will undertake 210 hours of clinical practice in an acute paediatric setting.
Methods of Teaching A clinical nurse will be appointed by the School of Nursing on a ratio of 1:8 to supervise students during their clinical practicum experience. Alternatively, a preceptorship approach may be used, depending on the requirement of the agency at which the student is placed.
Required Reading Wong, L.D., Hockenberry-Eaton, M., Winkelstein, M,L., Wilson, D., Ahmann, E., DiVito-Thomas, P.A.(Eds).(1999). Whaley & Wong's Nursing Care of Infants and Children (6th Ed) St Louis: Mosby; Bowden, V,R., Dickey, S.B. & Greenberg, C.S.(1999). Children and Families: The Continuum of Care. Philadelphia: W.B.Saunders.; Rudolf, M.C. & Levene, M.I. (1999). Paediatrics and Child Health. Malden: Blackwell Science Inc.
Recommended Reading Glasper, E.A. & Ireland, L. (2000). Evidence-based Child Health Care: Challenges for Practice. London: MacMillan Press Ltd; Lissauer, T. & Clayden, G.(1997). Illustrated Textbook of Paediatrics. St Louis: Mosby; Robinson, M.J. & Robertson, D.M. (1998). Practical Paediatrics(4th Ed) Edinburgh: Churchill Livingstone.
Subject Hours 210 hours of clinical experience, comprising of five days per week, seven hours per day for six weeks.
Assessment Achievement of the specified ANCI Competencies (Ungraded: Pass/Fail).

HNB3246 CLINICAL PRACTICUM 9: (ELECTIVE) HEALTH & ILLNESS IN OLDER ADULTS
CampusSt Albans
Prerequisite(s) Nursing Practice 6: Health of the Community, Clinical Practicum 6: Health of the Community, Nursing Practice 7: Mental Health and Illness, Clinical Practicum 7: Mental Health and Illness, Nursing Practice 8: Child and Family Health and Clinical Practicum 8: Child and Family Health
Subject Aims The aim of this subject is to offer the student the opportunity to apply their knowledge and participate in the delivery of care of older people in a setting which offers a range of opportunity - in particular sub-acute, rehabilitation, community and residential aged care.
Content The student will undertake 210 hours of clinical practice and engage in reflective practice with a mentor.
Methods of Teaching A clinical nurse will be appointed by the School of Nursing on a ratio of 1:8 to supervise students during their clinical practicum experience. Alternatively, a preceptorship approach may be used, depending on the requirement of the agency at which the student is placed.
Required Reading Ebersole & Hess (2001). Geriatric nursing & health ageing. Mosby: St Louis
Recommended Reading Cluning, T. (2001). Ageing at home - practical approaches to community care. Melbourne: Ausmed Publications; Eliopolous, C. (2001). Gerontological nursing (5th Ed) Philadelphia: Lippincott; Hudson, R. & Richmond, J. 2000 Living, Dying, Caring. Life and death in a nursing home. Melbourne: Ausmed Publications
Subject Hours 210 hours of clinical experience, comprising of five days per week, seven hours per day for six weeks.
Assessment Achievement of the specified ANCI Competencies (Ungraded: Pass/Fail).

HNB3247 NURSING PRACTICE 8 (ELECTIVE): CHILD, ADOLESCENT & FAMILY
Campus St Albans
Prerequisite(s) Nursing Practice 6: Child, Adolescent & Family
Content Review of principles of growth and development in relation to acute paediatric nursing, such as the sick child and adolescent in a variety of settings; health promotion and societal concerns of childhood and adolescence such as AIDS, behaviour problems, sexual assault; the more common child and adolescent genetic and development disorders requiring short/long term nursing interventions/management; a variety of conditions including prevention strategies encountered in children and adolescents including childhood accidents and trauma, and sexually transmitted disease prevention; and adapt aspects of the above to various cultural and indigenous groups.
Required Reading Hockenberry-Eaton, M., Wilson, D., & Winkelstein, M.L. (Eds). (2005). Wong's Essentials of Paediatric Nursing. (7th Ed.) St. Louis: Mosby.
Recommended Reading Australian Department of Family & Community Services. (2003). The national agenda for early childhood: a draft framework [electronic resource]. Canberra: Author. (Available at electronically via the VU Library Internet site). Australian Department of Health & Aged Care. (2000). Mental Health of young people in Australia [Report]. Canberra: Author. Borkowski, J.G., Ramey, S.L. & Bristol-Power, M. (Eds.) (2002). Parenting and the child's world: influences on academic, intellectual, and social-emotional development. Mahwah: Erlbaum. Hayward, C. (Ed.) (2003). Gender differences at puberty. New York: Cambridge University Press. Healy, J. (Ed.) (2002). Adolescent health. Rozelle: Spinney Press. Hogan, M.J. & White, J.E. (Eds.) (2003) Child health nursing: reviews & rationales. Upper Saddle River: Prentice Hall. Mifflin, P.C. (2003) Saving very premature babies: key ethical issues. Edinburgh: BFM Books for Midwives. Pillitteri, A. (2003). Maternal and child health nursing: Care of the childbearing and childrearing family (4th Ed) Philadelphia: Lippincott. Sofronoff, K., Kosky, R. & Dalgliesh, L. (Eds). (2005). Out of options: a cognitive model of adolescent suicide and risk-taking. Cambridge: Cambridge University Press. Tinsley, B.J. (2003). How children learn to be healthy. New York: Cambridge University Press.
Subject Hours Equivalent to 40 hours.
Assessment Case study (2000 words) - 50%, Project (2000 words) - 50%.

HNB3248 CLINICAL PRACTICUM 8 (ELECTIVE): CHILD, ADOLESCENT & FAMILY
CampusSt Albans
Prerequisite(s) Nursing Practice 6: Child, Adolescent & Family, Clinical Practicum 6: Child, Adolescent & Family
Content Students will undertake 140 hours of clinical practice in a range of institutional, residential or community health care settings. Required Reading Hockenberry-Eaton, M., Wilson, D., & Winkelstein, M.L. (Eds). (2005). Wong's Essentials of Paediatric Nursing. (7th Ed.) St. Louis: Mosby.
Recommended Reading Australian Department of Family & Community Services. (2003). The national agenda for early childhood: a draft framework [electronic resource]. Canberra: Author. (Available at electronically via the VU Library Internet site). Australian Department of Health & Aged Care. (2000). Mental Health of young people in Australia [Report]. Canberra: Author. Borkowski, J.G., Ramey, S.L. & Bristol-Power, M. (Eds.) (2002). Parenting and the child's world: influences on academic, intellectual, and social-emotional development. Mahwah: Erlbaum. Hayward, C. (Ed.) (2003). Gender differences at puberty. New York: Cambridge University Press. Healy, J. (Ed.) (2002). Adolescent health. Rozelle: Spinney Press. Hogan, M.J. & White, J.E. (Eds.) (2003) Child health nursing: reviews & rationales. Upper Saddle River: Prentice Hall. Mifflin, P.C. (2003) Saving very premature babies: key ethical issues. Edinburgh: BFM Books for Midwives. Pillitteri, A. (2003). Maternal and child health nursing: Care of the childbearing and childrearing family (4th Ed) Philadelphia: Lippincott. Sofronoff, K., Kosky, R. & Dalgliesh, L. (Eds). (2005). Out of options: a cognitive model of adolescent suicide and risk-taking. Cambridge: Cambridge University Press. Tinsley, B.J. (2003). How children learn to be healthy. New York: Cambridge University Press.
Subject Hours 140 hours of clinical experience.
Assessment In order to be awarded a satisfactory grade for this subject, the student must successfully complete each of the following: demonstration of competence in skills in line with those required for a graduate nurse at beginning level, in line with the ANCI competencies (1998); Satisfactory participation in reflective practice, as defined by completion of personal learning objectives and reflective journal entries during each week of clinical placement; and Demonstration of safe and competent practice in line with that required for a graduate nurse at beginning level, and in line with the ANCI competencies (1998). Final assessment: Satisfactory/Unsatisfactory.

HNB3249 CLINICAL PRACTICUM 8 (ELECTIVE): HEALTH & ILLNESS IN OLDER ADULTS
Campus St Albans
Prerequisite(s) Nursing Practice 3: Health & Illness in Older Adults, Clinical Practicum 3: Health & Illness in Older Adults.
Content The student will undertake clinical practice and engage in reflective practice with a mentor/clinical educator.
Required Reading Ebersole, P., Hess, P. & Luggen, A. (2004). Toward healthy aging (6th ed.). St. Louis: Mosby. Nay, R. & Garratt, S. (2004) Nursing older people: issues and innovations. (2nd ed.). Sydney: Churchill Livingstone.
Recommended Reading Cluning, T. (2001) Ageing at home - practical approaches to community care. Melbourne:Ausmed Publications. Elioplous, C. (2001) Gerontological nursing (5th ed.). Philadelphia: Lippincott. Koch, S. & Garratt, S. (2001) Assessing older people. Sydney: MacLennan and Petty.
Subject Hours 140 hours of clinical experience.
Assessment In order to be awarded a satisfactory grade for this subject, the student must successfully complete each of the following: Demonstration of competence in skills in line with those required for a graduate nurse at beginning level, in line with the ANCI competencies (1998); Satisfactory participation in eflective practice, as defined by completion of personal learning objectives and reflective journal entries during each week of clinical placement; and demonstration of safe and competent practice in line with that required for a graduate nurse at beginning level, and in line with the ANCI competencies (1998). Final assessment: Satisfactory/Unsatisfactory.

HNB3250 CLINICAL PRACTICUM 9: CONSOLIDATION
CampusSt Albans
Prerequisite(s) Nursing Practice 3: Health & Illness in Older Adults, Clinical Practicum 3: Health & Illness in Older Adults.Content The student will undertake clinical practice and engage in reflective practice with a mentor/clinical educator.Required Reading Ebersole, P., Hess, P. & Luggen, A. (2004). Toward healthy aging (6th ed.). St. Louis: Mosby. Nay, R. & Garratt, S. (2004) Nursing older people: issues and innovations. (2nd ed.). Sydney: Churchill Livingstone.
Recommended Reading Cluning, T. (2001) Ageing at home - practical approaches to community care. Melbourne:Ausmed Publications. Elioplous, C. (2001) Gerontological nursing (5th ed.). Philadelphia: Lippincott. Koch, S. & Garratt, S. (2001) Assessing older people. Sydney: MacLennan and Petty.
Subject Hours Equivalent of 140 hours of clinical experience.
Assessment In order to be awarded a satisfactory grade for this subject, the student must successfully complete each of the following: demonstration of competence in skills in line with those required for a graduate nurse at beginning level, in line with the ANCI competencies (1998); satisfactory participation in eflective practice, as defined by completion of personal learning objectives and reflective journal entries during each week of clinical placement; and demonstration of safe and competent practice in line with that required for a graduate nurse at beginning level, and in line with the ANCI competencies (1998). Final assessment: Satisfactory/Unsatisfactory.

HNB3251 NURSING THEORY 8: (ELECTIVE) ACUTE CARE
CampusSt Albans
Prerequisite(s) Nursing Practice 7: Acute Care
Content The content of this subject will be organised around the Functional Health Patterns, in particular: Cognition & Perception (neurological dysfunction complex pain); Nutrition and metabolism (endocrine disorders complex wounds). This subject will cover the nursing management of patients in the acute care setting including: Co-morbidities, complex acute or chronic illnesses, including the management of patients with multiple sclerosis, autoimmune, endocrine disorders (excluding diabetes), advanced cardiac conditions, spinal injuries and infectious diseases in acute care settings; Focused assessment, planning, implementation and evaluation of nursing interventions of patients with complex care needs and their significant others; Complex wound assessment and interventions; Chronic or complex pain assessment and management; The helping role of the nurse; A problem based learning approach will facilitate students in the formulation and implementation of appropriate interventions in the management of clients experiencing illness. Students are expected to develop knowledge and skill appropriate for a graduate nurse at the beginning level; Critique of evidenced based nursing; A functional health patterns approach will be used as organising framework for client assessment; and Factors such as cultural and indigenous issues, legal and ethical issues, communication skills, and organisational factors will also be considered in the analysis of client care in acute medical/surgical settings.
Required Reading Brown, D., & Edwards, H (Eds). (2005). Lewis's medical-surgical nursing. Assessment and management of clinical problems. Marrickville, NSW: Elsevier Australia. Bennett, B., & Murphy, L. (2002). Style guide [Booklet]. St Albans, Vic: Victoria University. Evans-Smith, P. (2005). Taylor's clinical; nursing skills. A nursing process approach. Philadelphia, USA: Lippincott. Hext, V., & Mayner, L. (2003). Practical nursing calculations. Crows Nest, NSW: Allen & Unwin. Urden, L.D., Stacy, K.M. & Lough, M.E. (2004) Priorities in Critical Care Nursing (4th ed) St Louis: Mosby. Tollefson, J. (2004). Clinical psychomotor skills. Assessment tools for nursing students (2nd ed.). Tuggerah, NSW: Social Science Press.
Recommended Reading Australian Nursing Council. (2000). ANC National competency standards for the registered nurse (3rd ed.). Canberra: Author. (Can be ordered online at http://www.anc.org.au ) Australian Nursing Council. (2002). Code of ethics for nurses in Australia [Brochure]. Canberra: Author. (Available at http://www.anc.org.au ). Australian Nursing Council. (2003). Code of professional conduct for nurses in Australia [Brochure]. Canberra: Author. (Available at http://www.anc.org.au ). Evans-Smith, P. (2005). Taylor's clinical; nursing skills. A nursing process approach. Philadelphia, USA: Lippincott. Galbraith, A., Bullock, S., & Manias, E. (2004). Fundamentals of pharmacology. (4thed.). Frenchs Forest, NSW: Pearson Education Australia.
Subject Hours Equivalent of 40 hours.
Assessment Case study assignment (2000 words) - 50%. Project (2000 words.) 50%

HNB7309 APPLIED MEDICATION MANAGEMENT
Campus St Albans
Prerequisites HNM 7114 Midwifery Studies 1: The Childbearing Journey, HNM 7202 Midwifery Practice 2: The Childbearing Journey, HNM 7203 Midwifery Studies 3: Childbearing Complications, HNM 7204 Midwifery Practice 3: Childbearing Complications
Learning Outcomes Students will be expected to:
· Develop an understanding of the general principles of pharmacology as they relate to midwifery practice;
· Have acquired a knowledge of legislation and ethical considerations pertaining to the drug administration responsibilities of midwifery;
· Explain the principles of pharmacological interventions in the care of being with woman;
· Discuss safety and efficacy issues of medications pertaining to childbearing women
· Apply evidence-based knowledge to midwifery practice; and,
· Discuss the relationship of conventional drug therapy to non-pharmacological and complementary therapies in the care of individuals.

Content· General principles of pharmacology;
· Individual responses to medications;
· Principles and guidelines for storage, checking,
administration and documentation of medications;
· Legal and ethical principles of drug administration;
· Quality use of medications including safety and efficacy issues;
· Medication use across the lifespan and polypharmacy;
· Sociocultural factors influencing drug therapy;
· Adverse drug reactions and interactions;
· The role of midwives in education and medication therapeutic intervention; and
· Exemplars of commonly-used drug groups.

Required Reading Galbraith, A., Bullock, S and Manias, E. (2004). Fundamentals of pharmacology: A text for nurses and allied health professionals (4th ed.). Frenchs Forest: Pearson Education. Jordan S. (2002). Pharmacology for midwives: the evidence base for safe practice. Basingstocke, U.K.: Palgrave
Recommended Reading Aschenbrenner, D. S. & Cleveland, L. W. & Venable, S. J. (2002). Drug therapy in nursing. Philadelphia: Lippincott, Williams & Wilkins. Asperheim, M. K. (2002). Pharmacology: An introductory text (9th ed.). Philadelphia: W. B. Saunders. Begg, E. (2003). Instant clinical pharmacology. Oxford: Blackwell. Bryant, B. J., Knights, K. & Salerno, E. (2003). Pharmacology for health professionals. Marrickville: Mosby. Chernecky, C. (Ed). (2001). Real-world nursing survival guide: Drug calculations and drug administration. Philadelphia: W. B. Saunders. Clayton, B. D. & Stock, Y. N. (2004). Basic Pharmacology for nurses (13th ed.). St Louis: Mosby. Craig, C. R. & Stitzel, R. E. (Eds). (2003). Modern pharmacology with clinical applications (6th ed.). Baltimore: Lippincott, Williams & Wilkins. Dawson, J. S. (2002). Pharmacology (2nd ed.). London: Mosby. Downie, G., Mackenzie, J. and Williams, A. (2003). Pharmacology and medicines for nurses (3rd ed.). Edinburgh: Churchill Livingstone. Edmunds, M. W. (2003). Introduction to clinical pharmacology (4th ed.). St Louis: Mosby. Golan, D. E. (Ed). (2004). Principles of pharmacology: The pathophysiologic basis of drug therapy. Baltimore: Lippincott, Williams & Wilkins. Grahame-Smith, D. G.& Aronson, J. K. 2002. Oxford textbook of clinical pharmacology and drug therapy (3rd ed.). Oxford: Oxford University Press. Hardman, J. G. & Limbird, L. E. (Ed). (2001). Goodman and Gilman’s The pharmacological basis of therapeutics (10th ed.). New York: McGraw-Hill. Hollinger, M. A. (2003). Introduction to pharmacology (2nd ed.). London: Taylor and Francis. Kemp, C. A. (Ed). (2002). Paediatric pharmacopoeia (13th ed.). Melbourne: Royal Children’s Hospital. Lehne, R. A., Moore, L. A., Crosby, L. J. and Hamilton, B. (2003). Pharmacology for nursing care (5th ed.). St Louis: Saunders. Lippincott, Williams & Wilkins. (2003). Australia New Zealand nursing drug handbook (2nd ed.). Philadelphia: Lippincott, Williams and & Wilkins. Lippincott, Williams & Wilkins. (2005). Clinical pharmacology made incredibly easy (2nd ed.). Philadelphia: Lippincott, Williams and & Wilkins. Lippincott, Williams & Wilkins. (2005). Nursing pharmacology made incredibly easy. Philadelphia: Lippincott, Williams and & Wilkins. Lippincott, Williams & Wilkins. (2004). Straight A’s in nursing pharmacology. Philadelphia: Lippincott, Williams and & Wilkins. McCuistion, L. E. & Gutierrez, K. J. (2002). Real-world nursing survival guide: Pharmacolgy. Philadelphia: W. B. Saunders. McGavock, H. (2003). How drugs work: Basic pharmacology for health care professionals. Ascot Vale: Ausmed Publications. McKenry, L. M. & Salerno, E. (2003). Mosby’s pharmacology in nursing (21st ed.). St Louis: Mosby. Page, C. P. (2002). Integrated pharmacology (2nd ed.). Edinburgh: Mosby. Rang, H. P. (2003). Pharmacology (5th ed.). Edinburgh: Churchill Livingstone. Winstanley, P. & Walley, T. (2002). Medical pharmacology: A clinical core text for integrated curricula with self-assessment (2nd ed.). Edinburgh: Churchill Livingstone.
Class Contact Equivalent of 56 hours
Assessment 1½ hour examination: 40% Written critique on Quality Use of Medicines (2500 words): 60% Drug Calculation Test: Satisfactory / Unsatisfactory

HNE5001 EMERGENCY NURSING STUDIES 1
CampusSt Albans, Off Campus
Prerequisite(s) Nil
Content The content includes: priorities and principles of emergency nursing; triage; advanced health assessment; disaster planning; pathophysiology and clinical assessment of traumatic and non-traumatic disorders of the neurological, respiratory, cardiovascular, renal, endocrine, haematological, gastrointestinal, musculoskeletal and integumentary systems; penetrating injuries; multiple trauma; burns; shock and infection; pain relief; environmental emergencies; obstetric emergencies; poisoning; communication and culture; drug overdose/substance dependence; sexually transmitted diseases; legal issues; sexual assault; crisis intervention, violence and aged abuse; psychiatric emergencies.
Required Reading Bickley, L.S. (2003). Bates' Guide to Physical Examination and History Taking (8th ed) Philadelphoa: J.B.Lippincott. Cameron, P. Jelinek, G. Kelly, A.M. Murray, L. and Heyworth. J. (eds) (2000). Textbook of Audlt Emergency Medicine. Edinburgh: Churchill Livingstone. Fulde, G.W.O (1998). Emergency Medicine: The principle and practice (3rd ed). Sydney: MacLennan and Petty. Kidd, P.S. Sturt, P and Fultz J. (eds). (2000). Mosby's Emergency Nursing Reference. StLouis: Mosby. McCance, K.L. and Huether, S.E. (2001). Pathophysiology: The biological basis for disease in adults and children (4th ed). StLouis: Mosby. McQuillan, K.A. Von Rueden, K.T. Harstock, R.L. Flynn, M.B. and Whalen, E. (2002). Trauma Nursing: from resuacitation through rehabilitation (3rd Ed). Philadelphia: W.B. Saunders. Newberry, L. (Ed) (2003). Sheehy's Emergency Nursing Principles and practice (5th ed). St Louis: Mosby. Sheehy, S.B. Danis, J.S. Blansfield, D.M. and Gervasini, A.G. (1999). Manual of Clinical Trauma Care: the first hour (3rd ed). St Louis: Mosby.
Recommended Reading Adreoni, C.P. and Klinkhammer, B. (2000). Quick Reference for Paediatric Emergency Nursing: Philadelphia: W.B. Saunders. Aehlert, B. (2002). ECGs Made Easy (2nd ed). St Louis Mosby. Briggs J.K. (ed). (2002) Telephone Triage Protocols for Nurses (2nd ed). Philadlephia: W.B Saunders. Brown A.F.T. (2001). Emergency Medicine: Diagnosis and Management (3rd Ed).Melbourne: Butterworth-Heinemann. Browne, G.J. Choong, R.K.C. Gaudry, P.L. and Wilkins, B.H. (1997). Priniciples and Practice of Children's Emergency Care. Sydney' MacLennan and Petty. Canover, M.B. (2003). Understanding Electrocardiography (8th ed). StLouis: Mosby. Dolan, B. and Holt, L. (eds). (2000). Accident and Emergency: theory into Practice Edinburgh: Bailliere Tindall. Harrison, R. and Daly, L. (2001) Acute Medical Emergencies: A nursing guide./Edinburgh: Churchill Livingstone. Holleran, R.S. (ed). (2003) Air and Surface Patient Transport: Principles and Practice (3rded). ?St.Louis: Mosby. Huszar, R.J. (2002). Basic Dysrhythmias (3rd ed). St Louis: Mosby. Moloney-Harmon, P.A. and Czerwinski, S.J. (2003). Nursing Care of the Paediatric Trauma Patient. Philadelphia: W.B. Saunders.Proehl, J.A. (1999). Emergency Nursing Procedures (2nd ed). Philadelphia W.B. Saunders. Seidel, H.M. Ball J.W. Dains, J.E and Benedict, G.W., (2003) Mosby's Guide to Physical Examination (5th ed). StLouis: Mosby. Sheehy, S.B. and Lenehan, G.P. (1999). Manual of Emergency Care (5th ed). St.Louis: Mosby. Soud, T.E. and rogers, J.S. (1998). Manual of Paediatric Nursing. St Louis: Mosby.
Subject Hours Thirty-nine hours for one semester.
Assessment Clinical project: 70% (2500-3000 words); Examination 30%; Clinical Journal Satisfactory/Unsastisfactory. Students must pass each component of the assessment, including the clinical journal, in order to pass this subject.

HNE5002 EMERGENCY NURSING STUDIES 2
CampusSt Albans, Off Campus
Prerequisite(s) Nil
Content The content includes: paediatric conditions and emergencies; critical examination and analysis of emergency nursing through fieldwork and current case studies; radiographic studies; principles of teaching and learning; management in emergency nursing and planned change in the health care system and its effects on emergency nursing care; ethics in emergency nursing care; multidisciplinary team approach.
Required Reading Bickley, L.S. (2003). Bates' Guide to Physical Examination and History Taking (8th ed) Philadelphoa: J.B.Lippincott. Cameron, P. Jelinek, G. Kelly, A.M. Murray, L. and Heyworth. J. (eds) (2000). Textbook of Audlt Emergency Medicine. Edinburgh: Churchill Livingstone. Fulde, G.W.O (1998). Emergency Medicine: The principle and practice (3rd ed). Sydney: MacLennan and Petty. Kidd, P.S. Sturt, P and Fultz J. (eds). (2000). Mosby's Emergency Nursing Reference. StLouis: Mosby. McCance, K.L. and Huether, S.E. (2001). Pathophysiology: The biological basis for disease in adults and children (4th ed). StLouis: Mosby. McQuillan, K.A. Von Rueden, K.T. Harstock, R.L. Flynn, M.B. and Whalen, E. (2002). Trauma Nursing: from resuacitation through rehabilitation (3rd Ed). Philadelphia: W.B. Saunders. Newberry, L. (Ed) (2003). Sheehy's Emergency Nursing Principles and practice (5th ed). St Louis: Mosby. Sheehy, S.B. Danis, J.S. Blansfield, D.M. and Gervasini, A.G. (1999). Manual of Clinical Trauma Care: the first hour (3rd ed). St Louis: Mosby.
Recommended Reading Adreoni, C.P. and Klinkhammer, B. (2000). Quick Reference for Paediatric Emergency Nursing: Philadelphia: W.B. Saunders. Aehlert, B. (2002). ECGs Made Easy (2nd ed). St Louis Mosby. Briggs J.K. (ed). (2002) Telephone Triage Protocols for Nurses (2nd ed). Philadlephia: W.B Saunders. Brown A.F.T. (2001). Emergency Medicine: Diagnosis and Management (3rd Ed).Melbourne: Butterworth-Heinemann. Browne, G.J. Choong, R.K.C. Gaudry, P.L. and Wilkins, B.H. (1997). Priniciples and Practice of Children's Emergency Care. Sydney' MacLennan and Petty. Canover, M.B. (2003). Understanding Electrocardiography (8th ed). StLouis: Mosby. Dolan, B. and Holt, L. (eds). (2000). Accident and Emergency: theory into Practice Edinburgh: Bailliere Tindall. Harrison, R. and Daly, L. (2001) Acute Medical Emergencies: A nursing guide./Edinburgh: Churchill Livingstone. Holleran, R.S. (ed). (2003) Air and Surface Patient Transport: Principles and Practice (3rded). ?St.Louis: Mosby. Huszar, R.J. (2002). Basic Dysrhythmias (3rd ed). St Louis: Mosby. Moloney-Harmon, P.A. and Czerwinski, S.J. (2003). Nursing Care of the Paediatric Trauma Patient. Philadelphia: W.B. Saunders.Proehl, J.A. (1999). Emergency Nursing Procedures (2nd ed). Philadelphia W.B. Saunders. Seidel, H.M. Ball J.W. Dains, J.E and Benedict, G.W., (2003) Mosby's Guide to Physical Examination (5th ed). StLouis: Mosby. Sheehy, S.B. and Lenehan, G.P. (1999). Manual of Emergency Care (5th ed). St.Louis: Mosby. Soud, T.E. and rogers, J.S. (1998). Manual of Paediatric Nursing. St Louis: Mosby.
Subject Hours Thirty-nine hours for one semester.
Assessment Clinical project: 70% (2500-3000 words); Examination: Theory 30%; Clinical Journal satisfactory/unsatisfactory (1000-1500 words). Students must pass each component of the assessment, including the clinical journal, in order to pass this subject.

HNE5003 EMERGENCY NURSING STUDIES 3
CampusSt Albans, Off Campus
Prerequisite(s) HNE5001 Emergency Nursing Studies1; HNE5002 Emergency Nursing Studies 2; or equivalent.
Content As there are a variety of role expectations of advanced emergency practitioners, it is imperative that each student determines the clinical learning required to achieve expertise in clinical emergency nursing. As each student's learning experience at the time of entry to this subject is seen as unique and dynamic, this unit recognises the need for self-determination of learning modalities.
Therefore the content includes: the diversity of the clinical environment in specialised emergency nursing practice; role of the advanced emergency nursing practitioner: leader, manager, educator, researcher, and collaborative consultant in the health care team. Further, as per contract developed by the student in collaboration with a lecturer, students are expected to spend their clinical learning experience in a related area but outside their current clinical practice, to further expand their clinical learning experience to achieve expertise and skills as an advanced practitioner in emergency nursing.
Required Reading Castledine, G. & McGee, P. (1998). Advanced Specialist Nursing Practice. Oxford: Blackwell Science. Palmer, A., Burns, S. & Bulman C. (1994). Reflective Practice in Nursing - The growth of the Professional Practitioner. London: Blackwell Science.
Recommended Reading Byers, S. R. (1997). The Executive Nurse: Leaders for new health care transitions. Albany: Delmar Pub. Girven, J. (1998). Leadership and Nursing. London: MacMillan. Hamer, S. & Collison, G. (1999). Achieving Evidence-Based Practice. Edinburgh: Bailliere Tindall. Hamric, A. B. & Spross, J. (Ed.). (1989). The Clinical Nurse Specialist in Theory and Practice (2nd ed.). Philadelphia: Lippincott. Hickey, J., Ouitmette, R. & Venegoni, S. (1996). Advanced Practice Nursing: Changing Roles and Clinical Applications. Philadelphia: Lippincott. Pridham, K. (1990). Why Clinical Field Study? Nursing Outlook,38(1),26-30. Snyder, M. & Mirr, M. P. (1995). Advanced Practice Nursing: A Guide to Professional Development. New York: Springer Pub.
Subject Hours Seven hours comprising of seminars and thirty-two hours clinical learning experience.
Assessment Contract with supervisor: Hurdle requirement ungraded: students are required to submit a written contract of the clinical learning experience they wish to undertake before they set out to achieve their contractual clinical learning. Clinical Project: 100% (3000-3500 words); Clinical Journal satisfactory/unsatisfactory (1000-1500 words).

HNG5001 ISSUES AND POLICIES IN PROFESSIONAL PRACTICE
CampusSt Albans, Off Campus
Prerequisite(s) Nil
Content The content of the subject includes the dynamic health care system; regulation and policy development on nursing practice; the nature of the health care system, including responsibility for the development of neophytes, collegiality and body of nursing knowledge; and a range of environmental influences that impact on the health of communities.
Required Reading Australian Institute of Health and Welfare.(1998). Australia's Health 1998: The Sixth Biennial Health Report of the Australian Institute of Health and Welfare. Canberra: AGPS. Hunt, S. & Parkes, R.(Ed).(1999). Nursing and the quality use of medicines. St Leonards: Allen & Unwin. Robinson, J., Gray, A. & Elkan, R.(Ed).(1992). Policy issues in nursing. Buckingham: Open University Press. McMurray, A. (1999). Community Health and Wellness: a Socioecological Approach. Sydney: Mosby Publishers Australia Pty Ltd.
Recommended Reading Antrobus, S. & Kitson, A. (1999). Nursing leadership: influencing and shaping health policy and nursing practice. Journal of Advanced Nursing. 29(3), 746-750. Baker,H. (1999). Quality use of medicine: changing the system. In Hunt, S., & Parkes, R.(Eds). (1999). Nursing and the Quality Use of Medicines. St Leonards: Allen & Unwin. Cheek, J. & Gibson, T.( 1997). Policy matters: critical policy analysis and nursing. Journal of Advanced Nursing, 25(4), 668-672. Castledine, G., & McGee, P.(Eds.) (1998). Advanced & Specialist Nursing Practice. Oxford: Blackwell Science. Gardner, H.(Ed.) (1997). Health Policy in Australia. Melbourne: Oxford University Press. Gray, J.A.M. (1998). Evidence-Based Healthcare: How to make Health Policy and Management Decisions. New York: Churchill Livingstone. Hewison, A. (1999). The new public management and the new nursing: related by rhetoric? Some reflections on the policy process and nursing. Journal of Advanced Nursing, 29(6), 1377-1384. Maslin-Prothero, S. & Masterson, A. (1998). Continuing care: developing a policy analysis for nursing. Journal of Advanced Nursing. 28(3), 548-553. Spurgeon, P. & Hennessy, D. (1999). Health Policy and nursing: influence, development and impact. Basingstoke: Macmillan.
Subject Hours Three hours per week for one semester comprising one 2-hour lecture and one hour tutorial/workshop/group discussion.
Assessment Presentation 40%; written assignment 60% (3000 words)

HNG5003 GERONTIC SPECIALISATION 3
CampusSt Albans
Prerequisite(s) HNA 5001 and HNA 5002
Content: As there are a variety of role expectations of advanced gerontic nurse practitioners, it is imperative that each student determines the clinical learning required to achieve expertise in clinical gerontic nursing. As each student's learning experience at the time of entry to this subject is seen as unique and dynamic, this unit recognises the need for self-determination of learning modalities. The content includes students' exploration of the diversity of the clinical environment in specialised gerontic nursing practice; role of the advanced gerontic nurse practitioner: leader, manager, educator, researcher, and collaborative consultant in the health care team. Students are expected to spend their clinical practicum in a related area but outside their current clinical practice, to further expand their clinical learning experience. Students select the related clinical practicum. Then students prepare a written contract of the clinical practicum they wish to undertake, before they set out to achieve their contract clinical practicum. The written contract should also include a projected clinical project which forms the clinical outcome. The contract is written in collaboration with the appropriate lecturer.
Required Reading: Castledine, G. and McGee, P. 1998. Advanced Specialist Nursing Practice. Oxford: Blackwell Science. Ebersole P., & Hess,(2001). Geriatric Nursing and Healthy Aging. St. Louis: Mosby. O'Neil, P. A. (2002). Caring for the older adult. Philadelphia: W.B. Saunders. Palmer, A., Burns, S. & Bulman, C. 1994. Reflective Practice in Nursing- The growth of the Professional Practitioner. London: Blackwell Science.
Recommended Reading Byers, S. R. (1997). The Executive Nurse: Leaders for new health care transitions. Albany:Delmar Pub. Girvin, J. (1998). Leadership and Nursing. London: Macmillan. Hamer, S. & Collison, G. (1999). Achieving Evidence-Based Practice. Edinburgh: Bailliere Tindall. Hickey, J., Ouitmette, R. & Venegoni, S. (1996). Advanced Practice Nursing: Changing Roles and Clinical Applications. Philadelphia:Lippincott. Snyder, M. & Mirr, M.P. (1995). Advanced Practice Nursing: A Guide to Professional Development. New York:Springer Pub.
Subject Hours 7 hours seminar work 32 hours clinical learning experience.
Assessment Contract with facilitator: Hurdle requirement ungraded. Students are required to submit a written contract of the clinical learning experience they wish to undertake before they set out to achieve their contractual clinical learning. Clinical Project:: 80% (3000- 3500 words); Clinical Reflective Journal:20% (1000- 1500 words)

HNG6120 CLINICAL PROJECT
CampusSt Albans
Prerequisite(s) Completion of one Group A subject, one Group B subject and an approved elective, or equivalent.
Content This clinical project is intended to allow the student to pursue his/her area of study in the clinical setting. The student will be required to define the focus of the study (such as physiological healing, pain management, continence management or managing change in clinical practice), identify relevant aims and objectives, arrange study placement and conduct the study. The project will include evaluation of the nursing care and reflection on this, as part of the ongoing process of evaluation of nursing practice in care of the older person. It is expected that a current literature review and outcomes of the study, together with the evaluation of the study will be included.
Required Reading To be advised by lecturer.
Subject Hours The project will be undertaken in consultation with the Course Co-ordinator.
Assessment The project will include a written paper of not more than 7500 words and be a piece of scholarly work.

HNH4312 MINOR THESIS A
CampusSt Albans
Prerequisite(s) Nil
Content The aim of this subject is to provide students with the opportunity to plan for successful conduction of research. The major emphasis of this subject will focus on the planning and development of the research proposal. The topics covered in this subject will result from negotiation between the student and the supervising lecturer and will be influenced by the needs of individual students. Topics which would be expected to be considered include the role of a literature review, how to clarify a research problem, method(s) of inquiry relevant to the problem and writing a research proposal.
Required Reading Nil
Subject Hours Students will meet with a supervisor on a regular basis. The nature of the work required could be estimated as equivalent to three contact hours per week.
Assessment Research proposal.

HNH4313 MINOR THESIS B (PART-TIME)
CampusSt Albans
Prerequisite(s) HNH4312 Minor Thesis A; or equivalent.
Content The minor thesis is intended to provide students with an opportunity to undertake independent enquiry into an area of personal interest and applicable to the profession of nursing. The thesis will be a research paper of not less than 10,000 words and not more than 20,000 words. It will report on independently conducted research which demonstrates a student's ability to clearly define a problem, to undertake a detailed literature search and review the relevant theoretical and practical literature on the topic area. Good data selection, collection and analysis skills should also be demonstrated. The thesis should involve a high standard of written communication skills. The topic which is chosen should allow the candidate to develop a methodology and to apply it to an appropriate problem or situation. It is intended that the topic chosen for investigation will be in consultation with an appropriate supervisor who will oversee the conduction of the research. Course regulations guiding the conduct and supervision of the research will be developed in the Course Rules and Regulations and will reflect the regulations to be developed by the Faculty Graduate Studies Research Committee.
Required Reading To be advised by lecturer.
Subject Hours To be arranged with supervisor.
Assessment A thesis of a minimum of 10,000 words and maximum of 20,000 words.

HNH4314 MINOR THESIS B (FULL-TIME)
CampusSt Albans
Prerequisite(s) HNH4312 Minor Thesis A; or equivalent.
Content The minor thesis is intended to provide students with an opportunity to undertake independent enquiry into an area of personal interest and applicable to the profession of nursing. The thesis will be a research paper of not less than 10,000 words and not more than 20,000 words. It will report on independently conducted research which demonstrates a student's ability to clearly define a problem, to undertake a detailed literature search and review the relevant theoretical and practical literature on the topic area. Good data selection, collection and analysis skills should also be demonstrated. The thesis should involve a high standard of written communication skills. The topic which is chosen should allow the candidate to develop a methodology and to apply it to an appropriate problem or situation. It is intended that the topic chosen for investigation will be in consultation with an appropriate supervisor who will oversee the conduction of the research. Course regulations guiding the conduct and supervision of the research will be developed in the Course Rules and Regulations and will reflect the regulations to be developed by the Faculty Graduate Studies Research Committee.
Required Reading To be advised by lecturer.
Subject Hours To be arranged with supervisor.
Assessment A thesis of a minimum of 10,000 words and maximum of 20,000 words.

HNM1020 MAKING PRACTICE CONNECTIONS

HNM2010 PRACTICE ALLEGIANCES
For continuing students only
CampusSt Albans
Prerequisite(s) Nil
Corequisite(s) JAC0216 With Woman: Rethinking Pain.
Content All students will follow through in a care capacity a minimum of ten women experiencing childbirth. Assessment: assessment of the woman; Culture & Family; Pain Assessment; Fetal Assessment; Progress of the birth process; Support structures; Environment. Midwifery care in partnership during birthing women: Comfort; Orientation to environment; Partnership, dignity and respect; Support and position; Mobilization; Pharmacological methods of pain control; Non pharmacological methods of pain control. Support: Communication; Counselling; Partnership with woman. Hygiene: Showers Bathing, Perineal care, Mouth & hand washing. Nutrition & Elimination: Breastfeeding with emphasis on providing extra support; Fluid balance; Energy; IV Infusion & Infusion Pumps; Urinalysis. Ethico-Legal Issues: Documentation; Informed Consent; Maintenance of Dignity, privacy and respect; Relevant components of the Scope of midwifery practice; Advocacy; Loss. Environment: Technology; Maternity Team. Obstetrical Matters: Induction of labour; Instrumental birth; Mal presentations; Multiple birth; Epidural Anaesthesia; Episiotomy & Repair of perineum; Principles of asepsis.
Required Reading To be advised by subject lecturer.
Recommended Reading Fraser, D.M. Cooper M.A (2003). Myles textbook for midwives. (14th ed). Melbourne: Churchill Livingstone. Brown, S., Lumley, J., Small, R., & Astbury, J. (1994). Missing voices; The experience of motherhood. Melbourne: Oxford University Press. Enkin, M., Keirse, M.,Neilson,J.,Crowther, C., Duley,L., Hodnett, E., & Hofmeyr, J. (2000). Guide to effective care in pregnancy and childbirth. (3rd ed.). Oxford: Oxford University Press. Geraghty, B. (1997). Homoeopathy for midwives. Melbourne: Churchill Livingstone. Lowdermilk, D.L., Perry, S.E. & Bobak, I. (Eds.). (1997). Maternity and women's health care. (6th ed.). St. Louis: Mosby. Olds,S., London, M., & Ladewig, P. (1996). Maternal newborn nursing: A family centred approach. (5th ed.). Sydney: Addison-Wesley. Page, L. (Eds.) (2000). The new midwifery. Sydney: Churchill Livingstone. Proctor, S. & Renfrew, M. (Eds). (2000). Linking research and practice in midwifery: A guide to evidence-based practice. Sydney: Bailliere Tindall. Stables, D. (1999). Physiology in childbearing. Sydney: Bailliere Tindall. Tiran, D. (2000). Clinical aromatherapy for pregnancy and childbirth. (2nd ed.). Melbourne: Churchill Livingstone. Yerby, M. (Ed.). (2000). Pain in childbearing. Sydney: Bailliere Tindall.
Subject Hours A practice subject of 208 hours for one semester.
Assessment Practice assessment based on ACMI competency standards. Partnership log, focussing on contact and follow-through of women Reflective journal

HNM2020 TOWARDS A MIDWIFE SELF
For continuing students only
CampusSt Albans
Prerequisite(s) Nil
Content All students will 'follow through' in a care capacity within a maternity unit, a minimum of ten women experiencing childbirth. Emphasis on: reflection on self and the experiences that influence the development of the concept of self; application of skills and techniques for the development of effective interpersonal relationships in midwifery. Continuing to develop: personal and professional philosophies and how they influence one's perception of midwifery as well as the midwives' role and function; carving a new identity: going from a known world to an unknown world; connecting with the passion of midwifery; exploring strategies for enhancing the vision of midwifery. In partnership with women: work with a variety of women's transition from pregnancy to parenthood; work with women in a variety of settings and models including as a 'named' midwife.
Required Reading To be advised by subject lecturer.
Recommended Reading Byrne, D. & Byrne, A. (1996). Counselling Skills for Health Professionals. South Melbourne: Macmillan Education Australia Pty.Ltd. Kent, J. (2000). Social Perspectives of Pregnancy and Childbirth for Midwives, Nurses and the Caring Professions. UK: Open University Press. Page, L.A. (2000). The New Midwifery. Edinburgh: Churchill Livingstone. Pauwels, A. (1995). Cross-Cultural Communication in the Health Sciences. South Melbourne: Macmillan Education Australia Pty.Ltd. Raphael-Leff, J. (1994). Psychological Processes of Chidbearing. London: Chapman & Hall. Robertson, A. (1997). The Midwife Companion. Camperdown, Australia: ACE Graphics. Schott,J. & Henley, A. (1996). Culture, Religion and Childbearing in a Multiracial Society. Oxford: Butterworth Heinman. Taylor, B. (2000). Reflective Practice: A Guide for Nurses and Midwives. Sydney: Allen & Unwin. Van Teijlingen, E., Lowis, G., McCaffery, P. & Porter, M. (2000). Midwifery and the Medicalization of Childbirth: Comparative Perspectives. New York: Nova Science Publishers, Inc.
Subject Hours A practice subject of 208 hours for one semester.
Assessment Practice assessment based on ACMI competency standards. Partnership log, focussing on contact and follow-through of women and reflective journals.

HNM3010 NAVIGATING CHILDBEARING OBSTACLES
For continuing students only
CampusSt Albans
Prerequisite(s) Nil
Content All students will 'follow through' in a care capacity within a maternity unit, a minimum of five women with obstacles in childbearing. Care and assessment during pregnancy, labour and birth and after birth: assessment for malpresentation and malposition; Conduct vaginal examination; Artificial rupture of membranes; Episiotomy and perineal care; Breastfeeding problems; Dynamap and blood pressure monitoring; Blood sugar monitoring. Use of technology: Ultrasound use; Cardiotograph monitoring; Oestreiol monitoring; Central Venous Pressure (CVP) monitoring; Epidural infusions and care; Intravenous therapies; Syntocinon infusion in therapy; Magnesium sulphate infusion; IV antibiotics; IVAC pumps. Collaborative and referral role of the midwife. Assist in Obstetrical intervention; Induction of labour; Forceps birth; Ventouse birth; Caeserian Birth and care. Ethio-legal Issues: Informed consent; Rights of the woman; Use of technology. Principles of primary level counselling.
Required Reading To be advised by subject lecturer.
Recommended Reading Fraser, D.M.& Cooper M.A (2003). Myles Textbook for Midwives. (13th ed.). Edinburgh: Churchill-Livingstone. National Health and Medical Research Council (NH&MRC Bulletin). (1988). Standards of Antenatal Care. Canberra: Australian Government Publishing. National Health and Medical Research Council (NH&MRC Report). (1996). Options For Effective Care in Childbirth. Canberra: Australian Government Publishing. Proctor, S. & Renfew, M. (2000). Linking Research and Practice in Midwifery: A guide to Evidence Based Practice. Edinburgh: Bailliere Tindall. The Cochrane Collaboration. (1997/1998/1999/2000/2001). Pregnancy and Childbirth DataBase. Oxford: update Software. Cochrane Library Users website at www.hcn.net.au/caul to enter. [The username and password are as follows: ID: guest184 and Password: Se02mite]. Varney, H. (1997). Varney's Midwifery. (3rd ed.). Sudbury: Jones and Bartlett.
Subject Hours A practice subject of 208 hours for one semester.
Assessment Practice assessment based on ACMI competency standards. Partnership log, focussing on contact and follow-through of women and reflective journals.

HNM3011 WOMEN'S HEALTH PRACTICE
For continuing students only
CampusSt Albans
Prerequisite(s) Nil
Content Within a framework of working with woman in partnership, the role of the midwife providing primary and collaborative care for women throughout the reproductive lifespan will be explored under the several subheadings. Undertaking a comprehensive women's health assessment. Guidelines for practice and skill development. Primary care midwife promoting women's wellness: strategies for promoting; breast awareness and mammography screening (mammocheck program); regular cervical screening; healthy diet, regular weight-bearing exercise, pelvic floor exercises. Midwife providing women's centred collaborative care in the acute care setting: Physical and psychological pre and post operative considerations; Caring for women experiencing diagnostic & therapeutic procedures for reproductive and urinary conditions reflecting the specific care requirements; Caring for women experiencing diagnostic & therapeutic procedures for breast related conditions reflecting the specific care requirements; Caring for women experiencing treatment for cancers of the reproductive or breast related conditions; Consequences of chemotherapy to be taken into consideration when planning care for women.
Required Reading To be advised by subject lecturer.
Recommended Reading Allen, K.M. (1997). Women's health across the lifespan: a comprehensive perspective. Philadelphia: Lippincott. Asian-Pacific Resource & Resource Centre for Women. (1994). Towards women-centred reproductive health. Kuala Lumpur: Asian-Pacific Resource & Research Centre for Women (ARROW). Edge, V. & Miller, M. (1994). Women's health care. St Louis: Mosby. Firth, P. & Watanabe, S. (1996(. Instant nursing Assessment: women's health. Albany: Delmar Publishers. Holloway, N. (1999). Medical surgical care planning. Springhouse: Springhouse Corp. LeMone, P. & Burke, K.M. (2000). Medical-surgical nursing: critical thinking in client care. New Jersey: Prentice Hall. Lowdermilk, D., Perry, S. & Bobak, I. (2000). Maternity and women's health care. St Louis: Mosby. Olshansky, E. (2000). Integrated women's health: holistic approaches for comprehensive care. Gaithersburg: Aspen Publishers. Smith, A. (1992). Women's health in Australia. New South Wales, Armidale.
Subject Hours A practice subject of 108 hours for one semester.
Assessment Practice assessment based on ACMI competency standards. Partnership log, focussing on contact and follow-through of women and reflective journals.

HNM3020 WORKING WITH BABIES
For continuing students only
CampusSt Albans
Prerequisite(s) Nil
Content Neonatal Nursery Environment: Cots; Oxygen saturation equipment; Assisted Ventilation Equipment; Monitors; Stress management strategies. Care of the Baby: Gestational, physical & psychosocial assessment; Facilitation of Growth & Development; Stimulation; Rest; Touch; Comfort/pain control; Position; Kangaroo Care; Oxygenation; Resuscitation; Oxygen therapy; CPAP; Surfactant Therapy; Oxygen saturation; Blood gases; Nutrition & Elimination; Breast feeding - expand on previous knowledge; Gastric feeds; IV therapy; Breast milk substitutes; Fluid Balance & electrolytes; Specimen collections; Phototherapy; Immunity; Universal precautions; Hygiene; Temperature; Neutral thermal environment. Care of the family: Support & counselling; Involvement in care and decision making; Education; Transition to parenthood; Transition from hospital to home.
Required Reading To be advised by subject lecturer.
Recommended Reading Enkin, M., Keirse, M.,Neilson,J.,Crowther, C., Duley,L., Hodnett, E., & Hofmeyr,J. (2000). Guide to effective care in pregnancy and childbirth. (3rd ed.). Oxford: Oxford University Press. Fraser, D. (2000). Professional studies for midwifery practices. Melbourne: Churchill Livingstone. Johnston, P. (1998). The newborn child. (8th ed.). Melbourne: Churchill Livingstone. Lang, S. (1997). Breastfeeding special care babies. London: Bailliere Tindall. Lowdermilk, D.L., Perry, S.E. & Bobak, I. (Eds.). (1997). Maternity and Women's Health Care. (6th ed.). St. Louis: Mosby. Merenstein & Gardner. (2000). Neonatal Intensive Care (to complete reference). Olds, S., London, M. & Ladewig, P. (1996). Maternal Newborn Nursing: A family centred approach. (5th Ed.). Sydney: Addison-Wesley. Richmond, S. (Ed.). (1996). Principals of resuscitation at birth. Newcastle Upon Tyne: Northern Neonatal Network. Sparshott, M. (1997). Pain distress and the newborn baby. Melbourne: Blackwell Science.
Subject Hours A practice subject of 208 hours for one semester.
Assessment Practice assessment based on ACMI competency standards. Partnership log, focussing on contact and follow-through of sick baby; reflective journals.

HNM3021 INDEPENDENT LEARNING UNIT
For continuing students only

HNM5001 CANCER NURSING STUDIES 1
CampusSt Albans, Off Campus
Prerequisite(s) Nil
Content This subject will introduce the students to the major cancers, their aetiology, diagnosis and treatment. The major therapeutic modalities as well as alternative therapies will be dealt with such that the student is able to build a knowledge base for future education of self and the public.
Required Reading McCorkle, R. (Ed). (1996). Cancer Nursing: a textbook. (2nd Ed.) Philadelphia: W. B.Saunders & Company.
Recommended Reading Burke, M. B. (1996). Cancer chemotherapy: a nursing process approach Boston: Jones & Bartlett Publishers. Chernecky, C, Berger. B.J. (1998) Advanced and critical care oncology nursing: managing primary complications Philadelphia: Saunders. Dodd, M. J. (1996). Managing the side effects of chemotherapy and radiation (3rd Ed.). San Francisco: UICSF Press. Dow, K. H. & Hilderley, L. J. (1997). Nursing care in radiation oncology (2nd Ed.). Philadelphia: W. B. Saunders & Company. Johnson B L, (1998) Handbook of oncology nursing. (3rd Ed.) Boston: Jones & Bartlett. Glare,P. Cartmill, J. Harnett, P. (1999) Oncology: a case-based manual. Oxford: Oxford University Press. Groenwald S, Hansen Fosse M, Goodman M & Henke Yarbro C. (2000) Cancer nursing, NY Stanley Thornes. Groenwald, S L (1998) A Clinical guide to cancer nursing: a companion to Cancer nursing, (4th Ed.) Boston: Jones and Bartlett.
Subject Hours The equivalent of three hours per week for one semester organised according to the teaching mode used.
Assessment Class presentation 30%; Assignment 70% (3000 words).

HNM5002 CANCER NURSING STUDIES 2
CampusSt Albans, Off Campus
Prerequisite(s) Nil
Content The aim of this subject is to introduce the student to the major and common symptoms associated with cancer and its treatment. Methods of assessment and invention will be reviewed with the aim of developing more effective nursing practice. Such topics as oncology emergencies, immunosuppression, fatigue, nausea and vomiting and pain included.
Required Reading McCorkle, R. (Ed) (1996). Cancer Nursing: a comprehensive textbook (2nd Ed.). Philadelphia: W. B. Saunders & Company.
Recommended Reading Australia. Department. of Health and Family Services. (1998) Cancer control towards 2002: the first stage of a nationally co-ordinated plan for cancer control: based on the report. Canberra Commonwealth Department of Health and Family Services. Mathers, C. (1998). Health system costs of cancer in Australia - an analysis of costs, service use, incidence and mortality by type of cancer Canberra Australian Institute of Health and Welfare. Australian Institute of Health and Welfare (1998) Health system costs of cancer in Australia. Canberra: Australian Institute of Health and Welfare. Bishop, J. F., (1999) Cancer facts: a concise oncology text - Amsterdam: Harwood Academic. Groenwald, S. L. (1997). Cancer: principles and practice (4th Ed.). Boston: Jones & Bartlett. Groenwald, S. L. (1998). A clinical guide to cancer nursing: A companion to cancer nursing. Boston: Jones and Bartlett. National Health and Medical Research Council (Australia) (1999) The prevention, early detection and management of colorectal cancer. [Canberra]: NHMRC.
Subject Hours The equivalent of three hours per week for one semester organised according to the teaching mode used.
Assessment Class presentation 30%; Case study 70% (2500 -3000 words).

HNM5003 CANCER NURSING STUDIES 3
CampusSt Albans, Off Campus
Prerequisite(s) HNM5001 Cancer Nursing Studies 1; HNM5002 Cancer Nursing Studies 2; or equivalent.
Content The psychosocial impact of cancer and its treatment on the patient and the family will be the focus of this subject, addressing such topics as quality of life, death and dying, communication and crisis intervention, body image, sexuality and mood changes. The role of counselling in cancer nursing practice will be introduced.
Required Reading McCorkle, R. (Ed) (1996). Cancer Nursing: a comprehensive textbook (2nd Ed.). Philadelphia: W. B. Saunders & Company.
Recommended Reading Aguilera, D C. (1998). Crisis Intervention: Theory and Methodology, (8th Ed.). Mosby: St Louis. Barraclough, J., (1999) Cancer and emotion: a practical guide to psycho-oncology (3rd Ed.) Chichester; New York: J. Wiley. Barrett, A., Voute, P. A.,Kalifa, C (1998) Cancer in children: clinical management (4th Ed.) Oxford - Oxford University Press. Brammer, L.M. & MacDonald, G. (1996). Therapeutic Psychology: Fundamentals of Counselling and Psychotherapy (6th Ed.). Englewood Cliffs, N.J.: Prentice Hall. Geldard, L.D. (1998). A Training Manual for Counsellors: Basic Personal Counselling, (3rd Ed.) Sydney, Prentice Hall. Greaves, M. F Cancer (2000): The evolutionary legacy - Oxford: Oxford University Press. Gregory, D.& Russell, C. K., (1999) Cancer stories on life and suffering - Montreal: McGill-Queen's University Press. Ivey, A.E., Ivey, M.B., & Simek-Downing, L. (1997). Counselling and Psychotherapy: Integrating Skills Theory and Practice (4th Ed.) Boston: Allyn and Bacon. Keon, J (1999) The truth about breast cancer: a 7-step prevention plan - Mill Valley, Calif.: Parissound Publishing. Kirk, J & Kefford, R (2000) Cancer in the family: risks and management - Medical Journal of Australia, 172: 529-530. Maguire, G. P. (1999) Breaking bad news: explaining cancer diagnosis and prognosis, Medical Journal of Australia, 171: 288-289. Newell, S & Sanson-Fisher, R. W. (2000) Australian oncologists' self-reported knowledge and attitudes about non-traditional therapies used by cancer patients, Medical Journal of Australia, 172: 110-113. Schou K. C., Hewison, J., (1999) Experiencing cancer: quality of life in treatment Buckingham - Open University Press. Simon, D (1999) Return to wholeness: embracing body, mind, and spirit in the face of cancer - New York J. Wiley. Wooddell, M. J. (1998) Women confront cancer: making medical history by choosing alternative and complementary therapies - New York: New York University Press.
Subject Hours The equivalent of three hours per week for one semester organised according to the teaching mode used.
Assessment Class presentation 30%; Case study 70% (3000 words).
HNM5004 Nursing management 1
Prerequisite Nil
CampusSt Albans
Content The subject provides senior nurses with educational opportunities to explore the role of a nurse manager and to develop their knowledge base and clinical expertise in the field of nursing management at a ward or unit level.
Required Reading Cuthbert, M., Duffield, C & Hope,J.(1992). Management in Nursing,, Sydney, Harcourt Brace Jonovich, Publishers. Huber, D. (ed). (2000). Leadership and Nursing Care Management, Sydney, A Harcourt Health Services Company, W.B. Saunders Company. Marrelli, T.M. (1999), The Nurse Manager's Survival Guide, Practical Answers to Everyday Problems, 2nd edition. St Louis, Mosby. Trinder, L.,&Reynolds, S. (eds), (2000). Evidence-Based Practice: A critical appraisal. Oxford, Blackwell Science. Victorian Department of Human Services. (1998). Victoria - Public Hospital Policy and Funding Guidelines, 1998-1999. Department of Human Services, Melbourne.
Recommended Reading American Organisation of Nurse Executive (AONE), (1996). The Role and Functions of the Hosptial Nurse Manager. Nursing Management, 23(9), 36-38 Butler, J.R. (1992). Patients, Policies and Politics: Before and After Working for Patients, Buckingham: Open University Press. Dawes. M.(ed). (1999). Evidence-Based Practice: a Primer for Health Care Professionals. Edinburgh, Churchill Livingstone. Genovich - Richards, J., & Carissimi, D. (1996). Developing Nurses' Managerial Competence. Nursing Management, 17(3), 36-38. Kermode, M. (1995). Patients' experiences of nursing interventions during hospitalisation with an Aids-defining illness, Australian Journal of Advance Nursing. Lewis-Ford, B.(1999). Management Techniques: Coping with Difficult People. Nursing Management, 24(3), 36-38. Mintzberg, H. (1995). The Nature of Managerial Work. New York: Harper & Rowe. Mohan, J. (2002). Planning, Markets and Hospitals, London, Routledge O'Halloran, V.E. (1996). Teaching Management Skills in the Clinical Setting: An Essential Curriculum Component. Journal of the New York State Nurses Association, 27(4), 7-9. Zaleznik, A. (1992). Managers and Leaders: Are They Different? Harvard Business Review, 70 (2), 126-135. Mintzberg, H. (1995). Managing as Blended Care, Journal of Nursing Admistration, 24(9), 29-39.
Subject Hours The equivalent of three hours per week for one semester organized according to the teaching mode used.
Assessment Examination: 30%, Essay/Assignment 60% (2000-2500 words), seminar presentation 10%

HNM5004 NURSING MANAGEMENT 1

HNM5005 NURSING MANAGEMENT 2
CampusSt Albans
Prerequisite HNM5004 Nursing management 1
Content This subject builds on the content covered in Nursing Management 1. the subject aims to expand further on the knowledge gained in previous studies. It aims to encourage students to examine management at ward/unit level critically, and to generate and apply specialised knowledge of human resources management through the process of linking theoretical knowledge with their nursing practice.
Required Reading Cuthbert, M., Duffield, C & Hope,J.(1992). Management in Nursing,, Sydney, Harcourt Brace Jonovich, Publishers. Huber, D. (ed). (2000). Leadership and Nursing Care Management, Sydney, A Harcourt Health Services Company, W.B. Saunders Company. Marrelli, T.M. (1999). The Nurse Manager's Survival Guide, Practical Answers to Everyday Problems, 2nd edition. St Louis, Mosby. Palmer, G.R.,& Short, S.T. (2002). 3rd Edition. Health Care and Public Policy- An Australian Analysis. Australia, MaCmillan Publishers, Pty Ltd.
Recommended Reading American Organisation Of Nurse Executive (Aone). (1996). The Role And Functions Of The Hosptial Nurse Manager. Nursing Management, 23(9), 36-38. Butler, J.R. (1992). Patients, Policies And Politics: Before And After Working For Patients, Buckingham: Open University Press. Dessler, G. (1996). 4th Edition, Organisation Theory, Integrating Structure And Behavious. New Jersey: Prentice Hall. Genovich - Richards, J., & Carissimi, D. (1996). Developing Nurses' Managerial Competence. Nursing Management, 17(3), 36-38. Jackson, T. & Sevil, P. (2000). Problems Incounting And Paying For Multidisciplinary Outpatients Clinics, Australian Health Review, Vol.20, No.3, 38-59. Kermode, M. (1995). Patients' Experiences Of Nursing Interventions During Hospitalisation With An Aids-Defining Illness, Australian Journal Of Advance Nursing. Lewis-Ford, B.(1999). Management Techniques: Coping With Difficult People. Nursing Management, 24(3), 36-38. Mintzberg, H. (1995). The Nature Of Managerial Work. New York: Harper & Rowe. Mohan, J. (2002). Planning, Markets And Hospitals, London, Routledge O'halloran, V.E. (1996). Teaching Management Skills In The Clinical Setting: An Essential Curriculum Component. Journal Of The New York State Nurses Association, 27(4), 7-9. Renwick, M, And Harvey,R (1989). The Organisation Of Quality Assurance In Australian Hospitals, Australian Health Review, 12(3), 16-27. Stoner, J. A. F., Collins, R.R. And Yetton, P. (1996). Management In Australia, 4th Edition, New Jersey: Prentice Hall. Tierney, Mj., Grant, L.M. And Mazique, S.I (1990). Cost And Accountability And Clinical Nurse Specialist Evaluation, Nursing Management, 21 (5): 26-31. Young, L.C. And Hayne, A.N. (1998). Nursing Administration From Concepts To Practice, Sydney, W.B Saunders. Zaleznik, A. (1992). Managers And Leaders: Are They Different? Harvard Business Review, 70 (2), 126-135. Victorian Department Of Human Services. (1998). Victoria - Public Hospital Policy And Funding Guidelines, 1998-1999. Department Of Human Services, Melbourne
Subject Hours The equivalent of three hours per week for one semester organized according to the teaching mode used.
Assessment Examination: 30%, Essay/Assignment: 60% (2000-2500 words), Seminar Presentation: 10%.

HNM5006 NURSING MANAGEMENT 3
CampusSt Albans
Prerequisite HNM5004 Nursing Management 1, HNM5005 nursing management 2
Content This subject provides students with the opportunity to explore, refine and expand expertise in clinical judgement, to critically examine the processes or strategies in use. It also aims to enable students to apply theoretical knowledge to the management of a word/unit.
Required Reading Byers, S,R. (1997). The Executive Nurse: Leadership For New Health Care Transitions. Albany: Delmar Publishers. Cuthbert, M., Duffield, C & Hope,J.(1992). Management in Nursing,, Sydney, Harcourt Brace Jonovich, Publishers. Huber, D. (ed) (2000). Leadership and Nursing Care Management, Sydney, A Harcourt Health Services Company, W.B. Saunders Company. Marrelli, T.M. (1999). The Nurse Manager's Survival Guide, Practical Answers to Everyday Problems, 2nd edition. St Louis, Mosby. Pesut, D, J & Herman, J. (1999). Clinical Reasoning: The Art & Science Of Critical & Creative Thinking. Albany: Delmar Publishers. Victorian Department of Human Services.(1998). Victoria - Public Hospital Policy and Funding Guidelines, 1998-1999. Department of Human Services, Melbourne.
Recommended Reading Benner, P. (1984). From Novice to Expert. Excellence and Power in Clinical Nursing Practice. California Addison: Wesley Publishing Company.Butler, J.R. (1992), Patients, Policies and Politics: Before and After Working for Patients, Buckingham: Open University Press. Castledine, G., & McGee, P.(Eds) (1998). Advanced & Specialist Nursing Practice. Oxford: Blackwell Science.Dessler, G (1996). 4th Edition, Organisation Theory, Integrating Structure and Behavious. New Jersey: Prentice Hall. Cuthbert, M., Duffield, C.,& Hope, J. (1992). Management in Nursing, London, WB Saunders. Genovich - Richards, J., & Carissimi, D. (1996). Developing Nurses' Managerial Competence. Nursing Management, 17(3), 36-38. Jackson, T. & Sevil, P. (2000). Problems inCounting and Paying for Multidisciplinary Outpatients Clinics, Australian Health Review, Vol.20, No.3, 38-59. Johns, C., & Freshwater, D. (1998). Transforming Nursing Through Reflective Practice. Oxford: Blackwell Science. Kermode, M. (1995). Patients' experiences of nursing interventions during hospitalisation with an Aids-defining illness, Australian Journal of Advance Nursing. Lewis-Ford, B.(1999). Management Techniques: Coping with Difficult People. Nursing Management, 24(3), 36-38. Mintzberg, H. (1995). The Nature of Managerial Work. New York: Harper & Row. Mohan, J. (2002). Planning, Markets and Hospitals, London, Routledge O'Halloran, V.E. (1996). Teaching Management Skills in the Clinical Setting: An Essential Curriculum Component. Journal of the New York State Nurses Association, 27(4), 7-9. Renwick, M, and Harvey,R (1989). The Organisation of Quality Assurance in Australian Hospitals, Australian Health Review, 12(3), 16-27. Stoner, J. A. F., Collins, R.R. and Yetton, P. (1996). Management in Australia, 4th Edition, New Jersey: Prentice Hall. Tappen, R,M., Weiss, S, A & Whitehead, D, K (1998). Essentials Of Nursing Leadership and Management. Philadelphia: F.A Davis Company.
Subject Hours The equivalent of three hours per week for one semester organized according to the teaching mode used.
Assessment Presentation (equivalent 2000 words) 40%, Written Assignment (2500 to 3000 words) 60%

HNM5101 INTERVIEW AND ASSESSMENT METHODS IN MENTAL HEALTH CONTEXTS
CampusSt Albans/Off-Shore
Prerequisite(s) Nil
Content Development of advanced interviewing skills with consumers and families; Development of advanced assessment skills with consumers and families; Advanced psychiatric mental status examination; Standardised assessment instruments, including consumer self-assessment; Advanced risk assessment; Concept of history giving (by the consumer) as opposed to history taking; Culturally sensitive interviewing and assessment; Recovery focused interviewing and assessment methods.
Required Reading Gelder, M., Mayou, R., & Cowen, P. (2001). Shorter Oxford Textbook of Psychiatry (4th ed.). Oxford: Oxford University Press. Trzepacz, P. T., & Baker, R. W. (1993). The psychiatric mental status examination. New York: Oxford University Press.
Recommended Reading American Psychiatric Association (2000). Manual of mental disorders (4th ed.), (Text Revision). Washington DC: APA; Barker, P. (1997). Assessment in psychiatric and mental health nursing: in search of the whole person. Cheltenham, England: Stanley Thornes. Couglin, K. M. (ed.) (2000). Behavioural outcomes and guidelines sourcebook: a practical guide to measuring, managing and standardizing mental health and substance abuse treatment. New York: Faulkner & Gray. Keegan, L. (1998). Psychiatric Mental Health Nursing: Understanding the client as well as the condition. Humboldt State University, Arcata, California: Delmar Publisher; Peplau, H. E. (1988). Interpersonal relations in nursing. Houndsmill, Basingstoke, Hampshire, United Kingdom: MacMillan. Strub, R. L., & Black, F. W. (2000). The mental status examination in neurology. Philadelphia: F. A. Davis. World Health Organisation (1992) The ICD-10 Classification. Geneva: WHO.
Subject Hours The equivalent of three hours per week for one semester organised according to the teaching mode used.
Assessment Written assignment 65% (2700-2900 words) Class presentation 35% Simulated interview and assessment activity (Ungraded: Pass/Fail)

HNM5102 COGNITIVE BEHAVIOUR THERAPY IN SEVERE MENTAL ILLNESS 1
CampusSt Albans/Off-Shore
Prerequisite(s) Nil
Content Theoretical background of cognitive behaviour therapy; Principles of cognitive behaviour therapy in mental health; Critical analysis of the interprofessional use of cognitive behaviour therapy in severe anxiety and depression in mental health settings; Interprofessional application of cognitive behaviour therapy in people with severe anxiety and depression in mental health settings; Culturally sensitive cognitive behavioural therapy in severe anxiety and depression; Consumer self-determination in cognitive behavioural therapy; Recovery focused cognitive behaviour therapy.
Required Reading Dobson, K. S. (ed.) (2001). Handbook of cognitive behaviour therapy. New York: Guildford Press. Haddock, G., & Slade, P. D. (eds.) (2000). Cognitive-behavioural interventions with psychotic disorders (2nd ed.). London: Routledge. Simos, G. (ed.) (2002). Cognitive behaviour therapy: a guide for the practising clinician. Hove, United Kingdom: Brunner-Routledge.
Recommended Reading Fowler, D. R. (1995). Cognitive behaviour therapy for psychosis: theory and practice. Chichester, England: Wiley. King, M., Davidson, O., Taylor, F., Haines, A., Sharp, D., & Turner, R. (2002). Effectiveness of teaching general practitioners skills in brief cognitive behaviour therapy to treat patients with depression: randomised controlled trial. British Medical Journal, 324, 947-951. Lam, D., & Gale, J. (2000). Cognitive behaviour therapy: teaching a client the ABC model - the first step towards the process change. Journal of Advanced Nursing, 312, 444-452. Meichenbaum, D. (1997). Cognitive-behaviour modification: an integrative approach. New York: Plenum Press. Morgan, H., Sumich, H., Hickie, I., Naismith, S., Davenport, T., & Whitten, D. (1999). A cognitive-behavioural therapy training program for general practitioners to manage depression. Australasian Psychiatry, 7(6), 326-328. Nelson, H. E. (1997). Cognitive behavioural therapy with schizophrenia: a practice manual. Cheltenham, England: Stanley Thornes. Sheldon, B. (1995). Cognitive-behavioural therapy: research, practice, and philosophy. London: Routledge.
Subject Hours The equivalent of three hours per week for one semester organised according to the teaching mode used. 10 hours observation of the practise of cognitive behaviour therapy in a clinical setting.
Assessment Critical analysis paper 65% (2700-2900 words). Class presentation 35% Objective Simulated Clinical assessment (Ungraded: Pass/Fail)

HNM5103 EVIDENCE BASED PRACTICE
CampusSt Albans/Off-Shore
Prerequisite(s) Nil
Content Accessing and using evidence based data bases; Appraising a systematic review of the literature; Utilise basic statistics for appraisal of systematic reviews, including statistical significance, chance, probability, confidence intervals, pitfalls in analysis; Appraising the professional application of a meta analysis to an aspect of professional practice; Recovery from mental illness that enhances consumer self-determination and social connectedness; Culturally sensitive evidence based professional practice.
Required Reading Stevens, A. (ed.) (2000). The advanced handbook of methods in evidence based healthcare. London: Sage; Trinder, L., & Reynolds, S. (eds.) (2000). Evidence-based practice: a critical appraisal. Oxford: Blackwell Science.
Recommended Reading Burns, A. S., Lawlor, B., & Craig, S. (1999). assessment in old age psychiatry. London: Martin Dunitz. Corcoran, J. (2000). Evidence-based social work practice for families: a lifespan approach. New York: Springer. Crombie, I. K. (1996). The pocket guide to critical appraisal. London: BMJ Publishing. Davidson, L., Stayner, D. A., Nickou, C., Styron, T. H., Rowe, M., & Chinman, M. L. (2001). 'Simply to be let in': Inclusion as a basis for recovery. Psychiatric Rehabilitation Journal, 24(4), 375-389. Dawes. M. (ed.) (1999). Evidence-based practice: a primer for health care professionals. Edinburgh: Churchill Livingstone. Evidence-based mental health (Online version). ebmh.bmjjournals.com Friedland, D. J. (ed.) (1998). Evidence-based medicine: a framework for clinical practice. Stamford, CT: Appleton Lange. Guyatt, G., & Rennie, D. (ed.) (2002). Users' guides to the medical literature: essentials of evidence-based clinical practice. The Evidence-Based Working Group. Chicago, Illinois: AMA Press Le May, A. (1999). Evidence-based practice. London: Nursing Times Books. Lunt, A. (2000). Recovery: Moving from concept toward a theory. Psychiatric Rehabilitation Journal, 23(4), 401-405. McKenna, H., Cutcliff, J., McKenna, P. (2000). Evidence-based practice: demolishing some myths. Harrow, Middlesex, England: Scutari Projects Ltd. Munetz, M. R., & Frese III, F. J. (2001). Getting ready for recovery. Psychiatric Rehabilitation Journal, 25(1), 35-43. Newell, R., & Gournay, K. (eds.) (2000). Mental health nursing: an evidence-based approach. Edinburgh: Churchill Livingstone. Rowland, N., & Goss, S. (eds.) (2000). Evidence-based counselling and psychological therapies: research and applications. London: Routledge. Smith, M. K. (2000). Recovery from a severe psychiatric disability: Findings of a qualitative study. Psychiatric Rehabilitation Journal, 24(2), 149-159. Speer, D. C. (1998). Mental health outcome evaluation. San Diego, California: Academic Press. Taylor, M. C. (2000). Evidence-based practice for occupational therapists. Oxford: Blackwell Science.
Subject Hours The equivalent of three hours per week for one semester organised according to the teaching mode used.
Assessment Essay about evidence based practice 35% (1800-2000 words). Appraisal of a systematic review of the literature on a nominated topic 65% (2700-2900 words)

HNM5104 FIELDWORK: MENTAL HEALTH PRACTICE
CampusSt Albans/Off-Shore
Prerequisite(s) Nil
Content Student will undertake 120 hours of clinical practice and engage in reflective practice with a mentor. One 3-hour introduction to the subject.
Required Reading Martyn, H., & Atkinson, M. (eds.) (2000). Developing reflective practice: making sense of social work in a world of change. Bristol, England: Policy Press. Rolfe, G., Feshwater, D., & Jasper, M. (2001). Critical reflection for nursing and the helping professions: a user's guide. Basingstoke, England: Palgrave.
Recommended Reading Dobson, K. S. (ed.) (2001). Handbook of cognitive behaviour therapy. New York: Guildford Press. Gamble, C., & Brennan, G. (2000). (eds.) Working with serious mental illness: a manual for clinical practice. Edinburgh: Bailliere Tindall. Geyman, J. P., Deyo, R. A., & Ramsey, S. D. (eds.) (2000). Evidence-based clinical practice: concepts and approaches. Boston, MA.: Butterworth-Heineman. Haddock, G., & Slade, P. D. (eds.) (2000). Cognitive-behavioural interventions with psychotic disorders (2nd ed.). London: Routledge. Kilpatrick, A. C., & Holland, T. P. (1999). Working with families: an integrative model by level of need. Boston, MA: Allyn & Bacon. Lindblad-Goldberg, M., Dore, M. M., & Stern, L. (1998). Creating competence from chaos: a comprehensive guide to home-based services. New York: W. W. Norton. Lynch, E. W., & Hanson, M. J. (eds.) (1999). Developing cross-cultural competence: a guide for working with children and their families. Baltimore, MD: Paul H. Brooks Publishing. Simos, G. (ed.) (2002). Cognitive behaviour therapy: a guide for the practising clinician. Hove, United Kingdom: Brunner-Routledge. Stevens, A. (ed.) (2000). The advanced handbook of methods in evidence based healthcare. London: Sage. Treatment Protocol Project (2000). Management of mental disorders (Vol. 1), (3rd ed.). Sydney: World Health Organization Collaborating Centre for Mental Health and Substance Abuse. Treatment Protocol Project (2000). Management of mental disorders (Vol. 2), (3rd ed.). Sydney: World Health Organization Collaborating Centre for Mental Health and Substance Abuse.
Subject Hours Ideally, fieldwork should take place in a setting in which the student is not employed. In exceptional circumstances, the student may negotiate with the subject co-ordinator to undertake the fieldwork in his or her workplace. This is conditional upon the student providing satisfactory evidence that the subject objectives can be achieved in his or her workplace.
Assessment Case management study, comprising (a) Interview and assessment 40% (1900-2100 words); (b) Case management report 60% (2800-3000 words). Achievement of clinical competencies (Ungraded: Pass/Fail)

HNM6011 COUNSELLING IN THE HEALTH CARE CONTEXT
CampusSt Albans
Prerequisite(s) Nil
Content This subject will provide education and training in effective communication skills for interaction with health professionals, colleagues and client populations. Health communication and how individuals deal with health related issues will be explored. A small range of major counselling theories will be examined and training in brief counselling strategies will be provided. An understanding of how social, cultural and developmental contexts impact on the counselling relationship will be discussed. Emphasis will be placed on group work theory and practice.
Required Reading Brown, A. (1992) Group Work 3rd ed. England, Ashgate Publishing. Company. Byrne, D.& A. Byrne, (1996) Counselling Skills for Health Professionals. Melbourne, Macmillan Education. Egan, G. (1999) The Skilled Helper. Pacific Grove, Brooks Cole. Faulkner, A. (1998) Effective Interaction with Patient. New York, Churchill Livingstone. Hoff, L.A. (1994) People in Crisis: Understanding and Helping. Sydney, Addison -Wesley. Johnson , D.W. & Johnson, F. P. (1997) Joining Together: Group Theory and Group Skills Boston, Allyn & Bacon. Nelson-Jones, R. (1992) Lifeskills Helping: a textbook of practical counselling and helping skills. (3rd ed.) London, Holt Rinehart & Winston. Pauwels, A. (1995) Cross -Cultural Communication in the Health Sciences. Melbourne, Macmillan Education. Ryle, A. ( 1995) Cognitive Analytic Therapy: developments in theory and practice.New York, Wiley.
Recommended Reading Bor, R. Miller, R. Latz, M. & Salt, H. (1998) Counselling in Health Care Settings. London, Cassell. Greenspan, M. (1993) A New Approach to Women & Therapy. New York, McGraw-Hill. Scott, J., Williams, M.G.& Beck, A.T. (1991) Cognitive Therapy in Clinical Practice. London, Routledge.Vallis, T.M., Howes, J.l. & Miller, P.C. (1991) The Challenge of Cognitive Therapy Plenum Press. Zeig, J. Gilligan, S. (eds) (1990) Brief Therapy: Myths, methods and metaphors.New York. Brunner/Mazel.
Subject Hours Three hours per week for one semester comprising two hours a week structured learning session and one hour workshop/group work
Assessment Class presentation of a case study and written report (1000 words) 40% Written Assignment on a selected theoretical approach to counselling 60% (2000 words)

HNM6040 RESEARCH PLANNING
Not available in 2006
CampusSt Albans
Prerequisite(s) Nil
Corequisite(s) HHA6115 Minor Thesis (full-time) or HHA6116 Minor Thesis (part-time); or equivalent.
Content The aim of this subject is to provide students with the opportunity to plan for successful conduct of research. Whilst the major emphasis of this subject will focus on planning, students will also explore alternative theoretical and conceptual frameworks relevant to an area of inquiry, and methods which might best address the research problem proposed for investigation. Students will also be expected to develop a persuasive argument supporting both the feasibility and novelty of the topic of inquiry. The topics covered in this subject will result from negotiation between the student and supervising lecturer and will be influenced by the needs of individual students. Topics which would be expected to be considered include the role of literature reviews, how to clarify a research problem, method(s) of inquiry relevant to the problem and a writing research proposal.
Recommended Reading Recommended readings are negotiated and are influenced by the nature of the proposed research topic of inquiry. Victoria University (VU), (1992). Continuing to Educate Rita: Women and Postgraduate Study. VU, (1993). Code of Conduct for Research. VU: Office for Research. Australian Nursing Federation, Royal College of Nursing, Australia, Florence Nightingale Committee, Australia, New South Wales College of Nursing, Royal College of Nursing, Australia. (1992). Nursing Research Targets, Proceedings of the National Nursing Research Targets Project, April 1991-August 1992.
Subject Hours Whilst students will not necessarily attend formal classes, they will meet with a supervisor on a regular basis. The nature of the work required could be estimated as equivalent to three contact hours per week with an expectation that additional and related work will proceed on an ongoing basis.
Assessment Assignment, 2000 words; research proposal. A satisfactory standard must be achieved in both pieces of assessment to achieve an ungraded pass in the subject.

HNM6110 NURSING AND PHILOSOPHY OF SCIENCE
CampusSt Albans
Prerequisite(s) Nil
Content This subject provides an overview on ways in which the discipline of nursing has been influenced by various philosophies of science. In addition, it will examine changing trends in scientific methods of inquiry and their influence on nursing's epistemology.
Required Reading To be advised by lecturer.
Recommended Reading Capra, F. 1982, The Turning Point: Science Society and the Rising Culture, Fontana, London. Meleis, A.I. 1991, Theoretical Nursing: Development and Progress 2nd edn, Lippincott, Philadelphia.
Subject Hours Three hours per week for one semester comprising one two-hour lecture and one one-hour tutorial.
Assessment Written assignment (4000 words), 70%; seminar presentation, 30%

HNM6118 EVIDENCE BASED PRACTICE IN SPECIALISED NURSING
CampusSt Albans
Prerequisite(s) Nil
Content This subject considers the rationale for evidence based nursing practice, the skills that are needed to conduct a meta-analysis, and the approaches that can be used to appraise a systematic review. The focus of the meta analysis will be on recovery from acute illness.
Recommended Texts Craig, J.V. & Smyth, R. L. (2002). The evidence-based practice-manual for nurses. Edinburgh: Churchill Livingstone. Hammer, S. & Collison, G. (1999). Achieving evidence-based practice: A handbook for practitioners. Edinburgh: Bailliere Tindall in Association with Royal College of Nursing.
Recommended Reading Cheek, J. (2000). Postmorden and Poststructural Approaches to Nursing Research. California: Sage Publications, Thousand Oaks. Dawes. M.(ed) (1999). Evidence-based practice: a primer for health care professionals. Edinburgh: Churchill Livingstone. Friedland, D.J. (ed). (1998). Evidence-based medicine: a framework for clinical practice Stamford, CT: Appleton Lange. Geyman,J.O., Deyo,R.A., & Ramsey, S.D. (eds.). (2000). Evidence-based clinical practice: Concepts and approaches. Boston, MA: Butterworth-Heineman. Guyatt, G.,& Rennie, D. (eds). (2002). Users' guides to the medical literature: Essentials of evidence based clinical practice. The Evidence-Based Working Group. Chicago, Illinois: AMA Press. Le May, A. (1999). Evidence-based practice. London, Nursing Times Books. Mckenna, H., Cutcliff, J., McKenna, P. (2002). Evidence-based practice: emolishing some myths. Middlesex, England: Scutari Projects Ltd, Harrow. Miller, M.A., Babcock, D.E, (1996) Critical thinking applied to nursing, St Louis, Mosby. Roberts, K (1999), 'Through a looking glass', Clinical Nursing Research, 8(4), 299-301. Roberts,K., Brittin,M.& deClifford,J (1995), 'Boomering pillows and respiratory capacity in frail elderly women' Clinical Nursing Research, 3(2), 157-165. Stevens, A. (ed). (2000). The advanced handbook of methods in evidence based healthcare, London: Sage.
Subject Hours 39 hours
Assessment Part 1- 35%; Part 2- 65%.

HNM6119 LEADERSHIP AND MANAGEMENT IN SPECIALISED NURSING
CampusSt Albans/Offshore
Perequisite(s) Nil
Content The content of the subject includes component of specialist settings: change theory and process in acute health care organization; organisation structures and their effects on communication; role of nurse manager in specialised nursing practice; human resource challenge; principles of teamwork; management and leadership principles; budgeting and costing; models of leadership and management in specialised practice.
Required Reading Byers, S,R 1997 The Executive Nurse: Leadership For New Health Care Transitions. Albany: Delmar Publishers Pesut, D, J & Herman, J 1999 Clinical Reasoning: The Art & Science Of Critical & Creative Thinking. Albany: Delmar Publishers Tappen, R,M., Weiss, S, A & Whitehead, D, K 1998 Essentials Of Nursing Leadership and Management. Philadelphia: F.A Davis Company
Recommended Reading Benner, P. (1984) From Novice to Expert. Excellence and Power in Clinical Nursing Practice. California Addison: Wesley Publishing Company. Castledine, G., & McGee, P.(Eds) (1998), Advanced & Specialist Nursing Practice. Oxford: Blackwell Science. Cutbert, M., Duffield, C.,& Hope, J, (1992), Management in Nursing, London, WB Saunders. Johns, C., & Freshwater, D (1998) Transforming Nursing Through Reflective Practice. Oxford: Blackwell Science
Subject Hours The equivalent of three hours per week for one semester organised according to the teaching mode used.
Assessment Presentation (equvalent to 2000 words) - 40% Written Assignment (2500 to 3000 words) 60%.

HNM6122 CLINICAL PROJECT
CampusFootscray Park
Prerequisite(s) Nil
Content The clinical project is the culmination of the depth and breadth of the course on Substance Abuse and is intended to allow the student to pursue his or her own area of study in the clinical or other settings. It is intended that the work of the student will be original and carried out under the guidance of a supervisor. The student will be required to choose the focus of their study, such as program evaluation, efficacy of a particular treatment modality, psychosocial or other factors relating to substance abuse. The student will present relevant aims and objectives and arrange the study placement and conduct the study under the guidance of the supervisor.
Required Reading No required reading, as each student will explore a topic of their choosing.
Subject Hours This subject will be taken over two semesters and the hours will be undertaken in consultation with the supervisor.
Assessment A current literature review equivalent to 2500 words (30%) will be included and the project will be of 7500 words in length (70%).

HNM6209 CLINICAL SPECIALISED PROJECT
CampusSt Albans
Prerequisite(s) Master of Nursing (Specialisation) at Graduate Diploma level.
Content The clinical project is intended to be a scholarly independent and creative piece of work in an area of student personal/professional interest in the field of his/her specialisation. It can be in any of the broad spectrums of nursing and nursing practice, for example: specialised clinical nursing practice, professional nursing practice or nursing/patient education. Student identifies an issue or poses a question, undertakes an exhaustive/extensive relevant literature review, reflects on the theoretical underpinnings and plans for an implementation of change to achieve excellence in practice. The project will be undertaken in consultation with the relevant nursing specialisation course co-ordinator or another appropriate designated facilitator.
Required Reading As defined by the choice of the topic for the clinical project
Subject Hours The student will be expected to devote the equivalent of a 6-hour week to the subject. The format is variable to meet students' needs.
Assessment Two Parts:1. A written proposal of the clinical project: Word limit =1000 Mark 10%Clinical Project comprising an exhaustive relevant literature review and an implementation plan: Words Limit: 9000 Mark = 90%.

HNM6800 RESEARCH THESIS (FULL-TIME)
CampusSt Albans
Prerequisite(s) Eligibility for entry to a Masters by Research or Doctor of Philosophy program.
Content This subject, the aim of which is to enable students to competently research an area of study utilising knowledge and skills gained in previous studies, consists of a project carried out by students on an individual basis. The project is expected to be an investigation of an approved topic, followed by the submission of a suitably formatted thesis in which the topic is introduced and formulated; the investigation described in detail; results and conclusions from the study elaborated; and an extended discussion presented. Students may be required to undertake some lecture courses, as specified at the time of commencement.
Required Reading To be advised by supervisor.
Subject Hours Independent research in addition to regular meetings with the students supervisors.
Assessment The thesis will normally be assessed by at least two expert examiners from an appropriate area of expertise.

HNM6801 RESEARCH THESIS (PART-TIME)
CampusSt Albans
Prerequisite(s) Eligibility for entry to a Masters by Research or Doctor of Philosophy program.
Content This subject, the aim of which is to enable students to competently research an area of study utilising knowledge and skills gained in previous studies, consists of a project carried out by students on an individual basis. The project is expected to be an investigation of an approved topic, followed by the submission of a suitably formatted thesis in which the topic is introduced and formulated; the investigation described in detail; results and conclusions from the study elaborated; and an extended discussion presented. Students may be required to undertake some lecture courses, as specified at the time of commencement.
Required Reading To be advised by supervisor.
Subject Hours Independent research in addition to regular meetings with the students supervisors.
Assessment The thesis will normally be assessed by at least two expert examiners from an appropriate area of expertise.

HNM7002 POLITICS OF MATERNITY SERVICES

HNM7006 MIDWIVES WORKING WITH DIVERSITY
For continuing students only
CampusDistance Education
Prerequisite(s) Nil
Content Module One: Framing the subject: Knowing self; Feminist and Humanistic principles in working with diversity; Defining sexuality and its relationship to childbearing. Module Two: Cultural diversity: Cultural safety/sensitivity; Aboriginality; Women from diverse cultural and ethnic backgrounds; Spiritual differences & cultural practices. Module Three: Social diversity: Social justice, equity and access; Poverty and maternity; homelessness; physical and sexual abuse; chemical dependency.
Required Reading Campbell, S. (2000) From here to maternity: A report to the VACCHO members and the Victorian Department of Human Services about the maternity services for Aboriginal women of Victoria Melbourne.* Centre for the Study of Mothers and children's Health. (1999). Mothers in a new country report ( & shared care report). Melbourne La Trobe University.* Department of Immigration and Multicultural Affairs. (1998) Women at risk program. Melbourne AGPS.* Koori Health Unit,.(1996a). Koori health counts: Providing services to Koori women having a baby. & (1996b). Koori Pilot Birthing Service Projects. Melbourne. Department of Human Services. Schott, J. & Henley, A. (1996). Culture, religion and childbearing in a multiracial society. Oxford Butterworth Heineman. * available at relevant websites.
Recommended Reading Baum, F. (1998). The new public health: an Australian perspective. Sydney. Oxford University Press. Cultural Practices, Law & Reproductive Health. (1998). Issues relating to female genital mutilation conference. Melbourne. La Trobe University. Kent, J. (2000) Social perspectives on pregnancy and childbirth for midwives, nurses and the caring professions. Philadelphia. Open University Press. Kuldepp, B. & Anderson, P. (1995) An overview of Aboriginal and Torres Strait Islander health: present and future trends. Canberra./Australian Institute of Health and Welfare. Marsh, G & Renfrew, M. (Eds). (1998). Community based maternity care. Oxford. Oxford University Press. Pauwels, A. (1995). Cross cultural communication in the health sciences. South Melbourne. Macmillan. Stanley, L. (Ed). (1997). Knowing feminisms. London. Sage.
Subject Hours Thirty-six hours for one semester, conducted via flexible delivery.
Assessment A combination of the following, or other appropriate methodologies will be used: examination; written assignment; reflective journal; and learning folio.

HNM7007 CHILDBEARING OBSTACLES
For continuing students only
CampusDistance Education.
Prerequisite(s) Nil
Content Module One: Pregnancy Obstacles: Collaborative role of midwife; Anaemia; Blood disorders; Infections; Miscarriage; Intra-uterine growth restriction; Fetal death in utero; Antepartum haemorrhage; Variations in blood pressure; Diabetes; Chemical dependency; Surgical conditions. Module Two: Midwifery and Obstetric Care: Positions, lie and presentations of the fetus; Preterm labour; Induction and augmentation of labour; Inco-ordinated uterine action; 'Intervention cascade'; Medical technology; ultrasound; cardiotocography; epidural analgesia; forceps & ventouse; caesarean section. Module Three: Unexpected Obstacles During Labour & Birth: Cord presentation and prolapse; Fetal distress; Primary postpartum haemorrhage; Shoulder dystocia; Maternal shock and collapse. Module Four: Maternal Obstacles in First Weeks After Birth: Breast feeding challenges; Pyrexia; Secondary postpartum haemorrhage; Haematomas; Post-caesarean section: extra care; Mood variation: psychological distress; Implications for woman and midwifery practice.
Required Reading To be advised by subject lecturer.
Recommended Reading Fraser, D.M. & Cooper M.A. (2002). Myles textbook for midwives. (14th ed.). Edinburgh: Churchill-Livingstone. The Consultative Council on Obstetric and Paediatric Mortality and Morbidity. (1999/2000). Annual Report for the year 1999. Melbourne. Fraser, D. (2000). Professional Studies for Midwifery Practice. Edinburgh: Churchill-Livingstone. National Health and Medical Research Council (NH&MRC Bulletin). (1988). Standards of Antenatal Care. Canberra: Australian Government Publishing. National Health and Medical Research Council (NH&MRC) Report. (1996). Options For Effective Care in Childbirth. Canberra: Australian Government Publishing. Page L & Percival P. (2000). The New Midwifery Science and Sensitivity in Practice. Edinburgh: Churchill Livingstone. Proctor, S. & Renfew, M. (2000). Linking Research and Practice in Midwifery: A guide to Evidence Based Practice. Edinburgh: Bailliere Tindal. The Cochrane Collaboration. (1999/2000/2001). Pregnancy and Childbirth Database. Oxford: update Software. Cochrane Library Users website at www.hcn.net.au/caul to enter. (the username and password are as follows: ID: guest184 and Password: Se02mite). Varney, H. (1997). Varney's Midwifery. (3rd ed.). Sudbury: Jones and Bartlett.
Website Nine months of pregnancy interactive multimedia learning resource: wysiwyg: main.11/www.pregnancycalender.com/ first9months/main.html
Subject Hours Thirty-six hours for one semester, conducted via flexible delivery.
Assessment A combination of the following, or other appropriate methodologies will be used: examination; written assignment; reflective journal; and learning folio.

HNM7010 HANGING UP A SHINGLE (MONASH)
For continuing students only

HNM7012 BEGINNING THE JOURNEY
CampusSt Albans
Co-requisite(s) HNM 7000 With Childbearing Woman
Content Skill development and application of principles in basic midwifery care; Establishing a safe and therapeutic environment; Principles and practice of infection control techniques; Mobility and 'no lift policy'; Safe practices in medication: principles and practices of administration of oral and other medications; assessment, history taking, data collection and recording; Legal and ethical considerations in midwifery practices; Health assessment and physical examination skills; Monitoring: documenting baseline observations such as temperature, pulse, respiration, blood pressure, foetal heart sounds, urinalysis and care of equipment; Engaging in health promotion activities.
Required Reading Dunckley J, (2000), Health Promotion in midwifery practice, A resources for health professionals. Sydney: Bailliere Tindall. Enkin, M., Keirse, M., Neilson, J., Crowther, C., Duley, L., Hodnett, E., & Hofmeyr, J. (2000), Guide to effective care in pregnancy and childbirth. (3rd Edition), Oxford: Oxford University Press. Fraser, D. (2000). Professional studies for midwifery practices. Melbourne: Churchill Livingstone. Johnson, R. & Taylor, W. (2000), Skills for midwifery practice. Sydney: Churchill Livingstone. Page, L & Percival, P. (2000), The New Midwifery: science and sensitivity in practice. Edinburgh: Churchill Livingstone.
Recommended Reading Doenges, M.E, M., & Moorhouse, M.F, (1999), Maternal/newborn plans of care: Guidelines for individualising care, (3rd ed.), Philadelphia: Davis. Johnston, P. (1998). The newborn child. (8th ed.), Melbourne: Churchill Livingstone. Kent, J., (2000), Social perspectives on pregnancy and chidbirth for midwives, Nurses and the caring professions. Philadelphia: Open University Press. Kirkham, M. J., and Perkins, E.R, (1997), Reflections on midwifery. Sydney: Bailliere Tindall. Kroll, D, (1996), Midwifery care for the future. London: Bailliere Tindall. Lowdermilk, D. L., Perry, S.E. & Bobak, I, (1997), Maternity and women's health care. (6thEd. ) St Louis: Mosby. Moore, S. (1997), Understanding pain and its relief in labour. Melbourne: Churchill Livingstone. Nicholas, F.H., & Zwelling, E, (1997), Maternal-Newborn nursing theory and practice. Sydney: Saunders. Proctor, S. & Renfrew, M. (2000), Linking research and practice in midwifery: a guide to evidence based practice. Edinburgh: Bailliere Tindall. Wass, A. (2000). Promoting health: the primary health care approach, (2nd Ed.). Sydney: Harcourt Saunders.
Subject Hours The equivalent of 24 hours for one semester organised according to the teaching mode used.
Assessment Practical skills examination partnership log focussing on contact and follow-through of women (includes field work and reflective journals).

HNM7113 FOUNDATIONS IN MIDWIFERY PRACTICE
HNM7113 Foundations in Midwifery Practice
Campus St Albans
Prerequisite(s) Nil
Content Module 1 The subject will include the following content: Functional Health Patterns, emphasis on health perception and management, clinical reasoning process, occupational health and safety, Procedural hand washing and asepsis, the complete midwifery health history and general survey, general health assessment, assessment of family health, assessment of mental health status, cultural assessment.
Module 2 Defining the role of the midwife in contemporary practice, exploring the desirable attributes of a midwife, exploring the philosophical basis underpinning the role of the midwife in contemporary midwifery practice:, being with woman, woman centeredness, working in partnership, establishing relationships with childbearing women. Explore the art of midwifery, relationship, communication, boundaries of care, midwife as primary carer, midwife's role in collaborative practice, establishing a partnership, philosophy of care.
Required Reading Australian College of Midwives Incorporated (ACMI). (2002). Competency Standards for Midwives. Available at http://www.acmi.org.au. Australian College of Midwives Incorporated (ACMI). (2001). Code of Ethics and National Code of Practice. Available at http://www.acmi.org.au. Bickley, L.S. (2003) Bates' guide to physical examination and history taking (8th ed). Sydney: Lippincott, Williams & Wilkins. Fuller, J. & Schaller-Ayers J. (2000). Health Assessment. A nursing approach (3rd ed.). Philadelphia, USA: Lippincott. Johnson R. & Taylor W. (2003). Skills for midwifery practice. Edinburgh: Churchill Livingstone. NH&MRC. (1998). Review of services offered by midwives. Canberra: AGPS. Page L. (Ed. (2000). The new midwifery: Science and sensitivity in practice. Edinburgh: Churchill Livingstone. Tollefson, J. (2004). Clinical Psychomotor skills: Assessment Tools for Nursing Students. 2nd ed. Sydney: Social Science Press.
Recommended Reading Anderson, D.M., Keith, J., Novak, P.D. & Elliot. M.A. (2001). Mosby's medical, nursing and allied health dictionary (6th ed.). St Louis: Mosby. Bates, B (2000). A visual guide to examination. Philadelphia, USA: JP Lippincott. Bauer, M & Huynh, M. (1995). How to measure blood pressure. Melbourne, Aust.: Victoria University. Huynh, M., Bauer, M., Brown, V. (2000). Examination of the abdomen, thorax and lungs [CD-ROM]. Melbourne: Victoria University.
Subject Hours 140 hours - 60 hours theory, 80 hours block clinical placement.
Assessment One 1½ hour written examination: 40%, evaluation of health assessment skills and clinical reasoning 40%, annotated bibliography on professional issues: 20%, demonstration of safe and competent practice according to this stage of the course. Competencies as defined for a student at this stage.

HNM7114 CONTINUITY OF CARE 1
HNM7114 CONTINUITY OF CARE 1
Campus St Albans
Prerequisite(s)
Content Students will be introduced to the Continuity of Care program in which they make contact with pregnant women in clinical venues or in the community. Students will be assisted to develop a professional midwifery practice relationship with emphasis on basic interviewing and history taking; reflective practice; journal writing; application of principles of communication; assessment of the woman and her baby; working with a woman giving birth; working with the woman to feed her baby; working with the woman to care for herself and her baby before and after birth; and documentation of midwifery actions and women's attitudes and responses. Students will explore the position of contemporary midwifery practice with emphasis on: historical context; evolution of the profession of midwifery; midwifery identity: the uneasy tensions between midwifery and nursing and midwifery and medicine; role of the midwife; and models of care.
Required Reading Australian College of Midwives Incorporated (ACMI). (2002). Competency Standards for Midwives. Available at http://www.acmi.org.au. ACMI. (2001). Code of Ethics. And National Code of Practice. Available at http://www.acmi.org.au. Cooper T & Emden C. (2001). Portfolio assessment: A guide for nurses and midwives. Quinn Rocks WA: Praxis Education. Guilliland K & Pairman L. (1995). The midwifery partnership: A model for practice. Wellington: Victoria University of Wellington. Nurses Board of Victoria. (1999). Code of practice for midwives in Victoria. Download from http://www.nbv.org.au. Page L. (Ed.). (2000). The new midwifery: Science and sensitivity in practice. Edinburgh: Churchill Livingstone.
Recommended Reading ACMI (Vic. Branch). (1999). Reforming midwifery: A discussion paper on the introduction of Bachelor of Midwifery programs into Victoria. Melbourne: ACMI (Vic. Branch). Health Department of Victoria (HDV). (1990). Final report of the ministerial review of birthing services in Victoria: Having a baby in Victoria. Melbourne: HDV. Jones S. (2000). Ethics in Midwifery. Edinburgh: Mosby. Kent J. (2002). Social perspectives on pregnancy and childbirth for midwives, nurses and the caring professions. Philadelphia: Open University Press. Kirkham MJ & Perkins ER. (1997). Reflections on midwifery. Sydney: Bailliere Tindall. National Health & Medical Research Council. (NH&MRC). (1996). Options for effective care in childbirth. Canberra: Australian Government Printing Service (AGPS). NH&MRC. (1998). Review of services offered by midwives. Canberra: AGPS. Proctor S & Renfrew M. (2000). Linking research and practice in midwifery: A guide to evidence based practice. Edinburgh: Bailliere Tindall. Senate Community Affairs References Committee. (1999). Rocking the cradle: a report into childbirth procedures. Canberra: AGPS. VanTeijlingen E, Lowis G, McCaffery P & Porter M. (1999). Midwifery and the medicalisation of childbirth. New Jersey: Nova Science.
Subject Hours 144 hours - 24 hours theory, 120 follow-through journey clinical hours.
Assessment Partnership log focusing on contact and follow-through of ten women: Satisfactory/Unsatisfactory. Continuity of care report [1000 words]: Satisfactory/Unsatisfactory.

HNM7115 MIDWIFERY STUDIES 1: THE CHILDBEARING JOURNEY
Campus St Albans
Prerequisite(S) Nil
Content This subject will include: pre-conception, sexuality, fertility/infertility, pre-conception health, environmental issues. The foetus and the woman during pregnancy: embryology, foetal growth & development, physiological and psychosocial alteration & adaptation during pregnancy, maintenance of health, principles of optimal nutrition for the woman and her baby, pregnancy assessment. Labour and birth: physiological and psychosocial alteration and adaptation during labour and birth, facilitating a normal process of birth, supporting a woman during labour, continuity of care, assessment, reception of the newborn. Skill development and application of principles in basic midwifery care: Assessment, history taking, interviewing techniques, data collection and recording (using women-held records); Introduction to clinical paths: health assessment and physical examination skills - pregnancy assessment including abdominal examination - labour assessment including vaginal examination. Introduction to primary health counseling: guidelines for undertaking primary health counseling; facilitating informed decision making; accessing relevant information; engaging in health promotion activities; communication; counseling; partnership with woman. Assessment in labour: assessment of the woman, culture & family, pain assessment, foetal assessment, progress of the birth process. Midwifery care in partnership during birthing: comfort; orientation to environment; partnership, dignity and respect; support and position; mobilization.
Required Reading Enkin M, Keirse M, Neilson J, Duley L, Hodnett E & Hofmeyr J. (2000). A guide to effective care in pregnancy and childbirth. Oxford: University Press. Students are encouraged to utilise the www copy of this text via the following website: www.maternitywise.org. Fraser DM & Cooper MA. (Eds.). (2003). Myles Textbook for Midwives. (14th ed.). Edinburgh: Churchill Livingstone. Henderson C & MacDonald S. (2004). Mayes' Midwifery: A textbook for midwives. (13th ed.). Edinburgh: Bailliere Tindall. Johnson R. & Taylor W. (2003). Skills for midwifery practice. Edinburgh: Churchill Livingstone. Jordan S. (2002). Pharmacology for midwives. The evidence basis for safe practice. Hampshire: Palgrave. Stables D & Rankin J (2005). Physiology in Childbearing with Anatomy and Related Biosciences. Edinburgh: Bailliere Tindall or Coad J. (2001). Anatomy and physiology for midwives. Edinburgh: Mosby. Tiran D. (2003). Midwives' Dictionary. (10th ed.). London: Bailliere Tindall. Or Williams & Wilkins. (Eds.). (2002). (27th ed.). Stedman's Medical Dictionary. Philadelphia: Lippincott. Tollefson, J. (2004). Clinical Psychomotor skills: Assessment Tools for Nursing Students. (2nd ed.) Sydney: Social Science Press. A booklet for use as a Personal-Professional Journal.
Recommended Reading Cooper T & Emden C. (2001). Portfolio assessment: A guide for nurses and midwives. Quinn Rocks WA: Praxis Education. Doenges, M.E. & Moorhouse, M.F. (1999). Maternal/newborn plans of care: guidelines for individualizing care. (3rd Ed.) Philadelphia: Davis. Dunkley, J. (2000). Health Promotion in Midwifery Practice. A Resource for Health professionals. Sydney: Bailliere Tindall. Miller A & Hanretty KP. (1997). Obstetrics Illustrated. (5th ed.). Edinburgh: Churchill Livingstone Page L. (Ed.). (2000). The New Midwifery: Science and sensitivity in practice. Edinburgh: Churchill Livingstone.
Subject Hours 70 hours - 60 hours theory, - 10 hours self directed.
Assessment 3-hour examination - 60%, Essay [1500 words] - 40%.

HNM7201 MIDWIFERY STUDIES 2: THE CHILDBEARING JOURNEY
HNM7201 Midwifery Studies 2: The Childbearing Journey
Campus St Albans
Prerequisite(S) Midwifery Studies 1: The Childbearing Journey
Content Pain and its management: Pain, Pain theory, Working with pain, Recognition of pain as a normal component of labour, Sources of pain, The process of loss and grief, Pain assessment, Expression of pain. Factors influencing the pain process: Philosophical, Psychosocial influences, Physiological, Environmental, Spiritual & culture. Pain management options/strategies: After Birth The Woman And Baby, Adaptation to extrauterine life, Lactation. Breastfeeding practices and support: Attachment & bonding, Development of the family unit, Discharge planning, Assessment of mother & baby. Midwifery care requirements during labour, birth and the postpartum period: Showers bathing, perineal care, mouth & hand washing, Oxygenation, Cardiopulmonary Resuscitation, Neonatal resuscitation. Examination of the newborn. Drug calculations and the principles of administration of therapeutic substances. Oxygen administration, Skin integrity and wound care, Peri-operative midwifery care, 'No Lift' policy, Use of technology in the clinical setting, Fluid balance, Urinalysis.
Required Reading Enkin M, Keirse M, Neilson J, Duley L, Hodnett E & Hofmeyr J. (2000). A guide to effective care in pregnancy and childbirth. Oxford: Oxford University Press. Students are encouraged to utilised the www copy of this text via the following website: www.maternitywise.org. Fraser DM & Cooper MA. (Eds.). (2003). Myles Textbook for Midwives. (14th ed.). Edinburgh: Churchill Livingstone. Henderson C & MacDonald S. (Eds.). (2004). Mayes' Midwifery: A textbook for midwives. (13th ed.). Edinburgh: Bailliere Tindall. Johnson R. & Taylor W. (2003). Skills for midwifery practice. Edinburgh: Churchill Livingstone. Jordan S. (2002). Pharmacology for midwives. The evidence basis for safe practice. Hampshire: Palgrave. Menihan CA & Zottoli. (2001). Electronic foetal monitoring: Concepts and applications. Philadelphia: Lippincott. Stables D & Rankin J (2005). Physiology in Childbearing with Anatomy and Related Biosciences. Edinburgh: Bailliere Tindall or Coad J. (2001). Anatomy and physiology for midwives. Edinburgh: Mosby. Tiran D. (2003). Midwives' Dictionary. (10th ed.). London: Bailliere Tindall. Or Williams & Wilkins (eds.)(2002)(27th ed). Stedman's Medical Dictionary. Philadelphia: Lippincott. Royal College of Midwives. (2002). Successful breastfeeding. (3rd ed.). London: Churchill Livingstone. Tollefson, J. (2004). Clinical Psychomotor skills: Assessment Tools for Nursing Students. 2nd ed. Sydney: Social Science Press. Yerby M. (Ed.). (2000). Pain in childbearing: Key issues in management. Edinburgh: Bailliere Tindall. A booklet for use as a Personal-Professional Journal.
Recommended Reading Bick D, MacArthur C, Knowles H, Winter H. (2002). Postnatal Care: Evidence and Guidelines for Management. Edinburgh: Churchill Livingstone. Cooper T & Emden C. (2001). Portfolio assessment: A guide for nurses and midwives. Quinn Rocks WA: Praxis Education. Miller A & Hanretty KP. (1997). Obstetrics Illustrated. (5th ed.). Edinburgh: Churchill Livingstone. Page L. (Ed.). (2000). The New Midwifery: Science and sensitivity in practice. Edinburgh: Churchill Livingstone.
Subject Hours 70 hours - 60 hours theory, 10 hours self-directed study.
Assessment Three hour examination - 60%, Essay [1500 words] - 40%.

HNM7202 MIDWIFERY PRACTICE 2: THE CHILDBEARING JOURNEY
CampusSt Albans
Prerequisite(s) Midwifery Studies 1: The Childbearing Journey
Co-Requisite(s) Midwifery Studies 2: The Childbearing Journey
Content Supervised midwifery practice will include: interviewing and history taking techniques; reflection in and on action; journal writing; and application of principles of communication. In partnership with the woman and under supervision: Assessment of the woman and her baby; working with a woman giving birth;
working with a woman to give nourishment to her baby; working with a woman to care for herself and her baby before and after birth; and documentation of midwifery actions and women's attitudes and responses.
Required Reading Johnson, R. & Taylor, W. (2000). Skills for midwifery practice. Edinburgh: Churchill Livingstone. Fraser DM & Cooper MA (2003). Myles textbook for midwives (14th ed.). Melbourne: Churchill Livingstone. Or Henderson C & MacDonald S. (Eds.). (2004). Mayes' Midwifery: A textbook for midwives. (13th ed.). Edinburgh: Bailliere Tindall. Tollefson, J. (2004). Clinical Psychomotor skills: Assessment Tools for Nursing Students. 2nd ed. Sydney: Social Science Press.
Recommended Reading Dunkley, J. (2000). Health promotion in midwifery practice. A resource for health professionals. Edinburgh: Churchill Livingstone.Enkin M, Keirse M, Neilson J, Duley L, Hodnett E & Hofmeyr J. (2000). A guide to effective care in pregnancy and childbirth. Oxford: Oxford University Press. Students are encouraged to utilised the www copy of this text via the following website: www.maternitywise.org. Johnson R. & Taylor W. (2003). Skills for midwifery practice. Edinburgh: Churchill Livingstone. Jordan S. (2002). Pharmacology for midwives. The evidence basis for safe practice. Hampshire: Palgrave National Health & Medical Research Council. (NH&MRC). (1996). Options for effective care in childbirth. Canberra: Australian Government Printing Service (AGPS) NH&MRC. (1998). Review of services offered by midwives. Canberra: AGPS. Page L. (Ed.). (2000). The new midwifery: Science and sensitivity in practice. Edinburgh: Churchill Livingstone. Proctor S & Renfrew M. (2000). Linking research and practice in midwifery: A guide to evidence based practice. Edinburgh: Bailliere Tindall. Royal College of Midwives. (2002). Successful breastfeeding. (3rd ed.). London: Churchill Livingstone. Yerby M. (Ed.). (2000). Pain in childbearing: Key issues in Management. Edinburgh: Bailliere Tindall.
Subject Hours Block clinical placement of 208 hours.
Assessment Practice assessment based on ACMI competency standards: Satisfactory/Unsatisfactory. Three Reflective journals: Satisfactory/Unsatisfactory.

HNM7203 MIDWIFERY STUDIES 3: CHILDBEARING COMPLICATIONS
CampusSt Albans
Prerequisite(s) Midwifery Studies 1 & 2: The Childbearing Journey, Midwifery Practice 2: The Childbearing Journey
Content Pregnancy Problems: Anaemia, Blood disorders including: Rhisoimmunisation, Infections, Foetal assessment, Early pregnancy bleeding and loss, Intrauterine growth restriction
Foetal death in utero, Antepartum haemorrhage, Variations in blood pressure, Diabetes, Surgical conditions, Induction of labour
Multiple pregnancy, Malposition. Care and Assessment during pregnancy, labour and birth and after birth, Assessment for malpresentation and malposition, Conduct vaginal examination, Artificial rupture of membranes, Episiotomy and perineal care, Epidural infusions and care, Venepuncture, Intravenous cannulation, Intravenous therapies, Syntocinon infusion in therapy
IV antibiotics, Blood sugar monitoring, Mental Health Issues, Psychopathology of pregnancy and childbirth, Motherhood and mental illness, Assessment and management, Midwifery role
Referral and collaboration.
Required Reading ACMI. (2004). National Midwifery Guidelines for Consultation and Referral. Canberra. Available at http://www.acmi.org.au. Enkin M, Keirse M, Neilson J, Duley L, Hodnett E & Hofmeyr J. (2000). A guide to effective care in pregnancy and childbirth Oxford: Oxford University Press. Students are encouraged to utilised the www copy of this text via the following website: www.maternitywise.org. Fraser, D.M. & Cooper, M.A. (2003). Myles Textbook for Midwives. (14th ed.). Edinburgh: Churchill Livingstone. Or Henderson C & MacDonald S. (2004). Mayes' Midwifery: A Textbook for Midwives. Dinburgh: Bailliere Tindall. Johnson R. & Taylor W. (2003). Skills for midwifery practice. Edinburgh: Churchill Livingstone. Johnston P, Flood K & Spinks K. (2003). The newborn child. (9th ed.). Sydney: Churchill Livingstone. Menihan CA & Zottoli. (2001). Electronic foetal monitoring: Concepts and applications. Philadelphia: Lippincott. Riley M & King J (2003). Births in Victoria 2001-2002. Perinatal Data Collection Unit, Victorian Government Department of Human Services, Melbourne. Available at http://www.health.vic.gov.au/perinatal. WHO. (2003) Managing complications in pregnancy and childbirth. A guide for midwives and doctors. Geneva: WHO.
Recommended Reading Fraser D. (2000). Professional studies for midwifery practice. Edinburgh: Churchill Livingstone. National Health and Medical Research Council. (NH&MRC Bulletin). (1988). Standards of Antenatal Care. Canberra: AGPS. National Health and Medical Research Council. (NH&MRC Report). (1996). Options for effective care in childbirth. Canberra: AGPS. Page L. (ed.). (2000). The New Midwifery: Science and sensitivity in practice. Edinburgh: Churchill Livingstone. Proctor S & Renfrew M. (2000). Linking research and practice in midwifery: A guide to evidence based practice. Edinburgh: Bailliere Tindall. Stables D & Rankin J (2005). Physiology in Childbearing with Anatomy and Related Biosciences. Edinburgh: Bailliere Tindall.
Subject Hours 70 hours - 60 hours theory, 10 hours self-directed study.
Assessment Three hour examination: 60%, Essay (1500 words), 40%.

HNM7204 MIDWIFERY PRACTICE 3: CHILDBEARING COMPLICATIONS
CampusSt Albans
Prerequisite(s) Midwifery Studies 1 & 2: The Childbearing Journey, Midwifery Practice 2: The Childbearing Journey
Co-requisite(s) Midwifery Studies 3: Childbearing Complications
Content In partnership with the woman and under supervision:
Assessment of the woman and her baby; Working with a woman to give birth; Working with a woman to give nourishment to her baby;
Working with a woman to care for herself and her baby before and after birth; and Documentation of midwifery actions and women's attitudes and responses.
Required Reading Cooper, T. & Emden, C. (2001). Portfolio assessment: A guide for nurses and midwives. Quinn Rocks WA: Praxis Education Johnson, R. & Taylor, W. (2000). Skills for midwifery practice. Edinburgh: Churchill Livingstone Fraser DM & Cooper MA (2003). Myles textbook for midwives (14th ed.). Melbourne: Churchill Livingstone Or Henderson C & MacDonald S. (Eds.). (2004). Mayes' Midwifery: A textbook for midwives. (13th ed.). Edinburgh: Bailliere Tindall Tollefson, J. (2004). Clinical Psychomotor skills: Assessment Tools for Nursing Students. 2nd ed. Sydney: Social Science Press
Recommended Reading Dunkley, J. (2000). Health promotion in midwifery practice. A resource for health professionals. Edinburgh: Churchill Livingstone.Enkin M, Keirse M, Neilson J, Duley L, Hodnett E & Hofmeyr J. (2000). A guide to effective care in pregnancy and childbirth. Oxford: Oxford University Press. Students are encouraged to utilised the www copy of this text via the following website: www.maternitywise.org Fraser, D. (2000). Professional studies for midwifery practice. Edinburgh: Churchill LivingstoneJohnson R. & Taylor W. (2003). Skills for midwifery practice. Edinburgh: Churchill Livingstone Johnston P, Flood K & Spinks K. (2003). The newborn child. (9th ed.). Sydney: Churchill Livingstone Jordan S. (2002). Pharmacology for midwives. The evidence basis for safe practice. Hampshire: Palgrave Menihan CA & Zottoli. (2001). Electronic foetal monitoring: Concepts and applications. Philadelphia: Lippincott National Health & Medical Research Council. (NH&MRC). (1996). Options for effective care in childbirth. Canberra: Australian Government Printing Service (AGPS) NH&MRC. (1998). Review of services offered by midwives. Canberra: AGPS Page L. (Ed.). (2000). The new midwifery: Science and sensitivity in practice. Edinburgh: Churchill Livingstone Proctor S & Renfrew M. (2000). Linking research and practice in midwifery: A guide to evidence based practice. Edinburgh: Bailliere Tindall Royal College of Midwives. (2002). Successful breastfeeding. (3rd ed.). London: Churchill Livingstone Yerby M. (Ed.). (2000). Pain in childbearing: Key issues in management. Edinburgh: Bailliere Tindall
Subject Hours Block clinical placement of 208 hours
Assessment Practice assessment based on ACMI Competency Standards: Satisfactory/Unsatisfactory
3 Reflective Journals: Satisfactory/Unsatisfactory

HNM7205 MIDWIVES WRKG WITH WOMEN FROM DIV BCKGRD
CampusSt Albans
PrerequisitesHBNW - Bachelor of Midwifery (Pre-Registration)
Learning OutcomesLearning Outcomes Students will be expected to:
· Develop an understanding of their own values and beliefs, and the challenge presented when working with woman who are different from their selves;
· Discuss the impact that social inequities have on being with woman during her childbearing experiences;
· Demonstrate an understanding of social justice issues impacting on with woman health in Australia;
· Demonstrate practice that reflects cultural safety and sensitivity with woman;
· Discuss specific issues impacting on the health of being with Aboriginal woman and her baby;
· Discuss the politics of with woman health with reference to contemporary issues;
· Apply evidence-based knowledge to midwifery practice; and,
· Examine with woman experiences as a recipient of health and maternity care, paying particular attention to socio-economic and cultural difference.
ContentFraming the Subject
· Knowing self;
· Feminist and Humanistic principles in working with diversity;
· Sociopolitical factors impacting on with woman health and childbearing in Australia;
· With woman experiences of health care;
· The relationship between gender and health; and
· Individualised midwifery care practices.
Cultural Diversity
· Cultural safety/sensitivity;
· Aboriginality;
· With woman from diverse cultural and ethnic backgrounds;
· Spiritual differences & cultural practices; and
· Genital mutilation.
Social Diversity
· Social justice, equity and access – social class;
· Poverty and maternity;
· Homelessness;
· Physical and sexual abuse, rape, sexual assault;
· Partner abuse; and
· Chemical dependency.

Required Reading Campbell S. (2000). From here to maternity: A report to the VACCHO members and the Victorian Department of Human Services about the maternity services for Aboriginal women of Victoria. Melbourne* Centre for the Study of Mothers and Children’s Health. (1999). Mothers in a new country report (& shared care report). Melbourne: La Trobe University* Department of Immigration and Multicultural Affairs. (1998). Women at risk program. Melbourne: AGPS* Koori Health Unit. (1996). Koori health counts: Providing services to Koori women having a baby. Koori Pilot Birthing Service Projects. Melbourne: Department of Human Services* Rogers-Clarke, C. & Smith, A. (1998). Women’s health: a primary health care approach. Sydney: Maclennan & Petty Schott J & Henley A. (1996). Culture, religion and childbearing in a multiracial society. Oxford: Butterworth Heinnemann *available at relevant websites
Recommended ReadingBaum F. (2002). The new public health: An Australian perspective. (2nd ed.) Sydney: Oxford University Press Cultural Practices, Law & Reproductive Health. (1998). Issues relating to female genital mutilation conference. Melbourne: La Trobe University Kent J. (2000). Social perspectives on pregnancy and childbirth for midwives, nurses and the caring professions. Philadelphia: Open University Press Kuldepp B & Anderson P. (1995). An overview of Aboriginal and Torres Strait Islander health: Present and future trends. Canberra: Australian Institute of Health and Welfare Marsh G & Renfrew M. (Eds.). (1998). Community based maternity care. Oxford: Oxford University Press Pauwels A. (1995). Cross cultural communication in the health sciences. South Melbourne: Macmillan
Class Contact 56 hours: - 48 hours theory - 8 hours self-directed study
Assessment On-line participation in discussion groups: 10% Essay [2000 words]:60% Oral presentation:30%

HNM7206 MIDWIFERY STUDIES 4 WOMENS HEALTH
CampusSt Albans
Prerequisites Nil
Learning Outcomes Students will be expected to: · Describe the essential components to be considered when performing a comprehensive with woman health assessment;
· Discuss the principles of primary health care in the promotion of health and wellness with diverse groups of women experiencing treatment for a range of with woman health problems;
· Demonstrate knowledge of the common health problems with woman may experience throughout various life stages;
· Display an understanding of the physical and psychological aspects associated with selected with woman health problems.
· Apply evidence-based knowledge to midwifery practice; · Identify the range of responses with woman may experience when confronted with a body altering health problem;
· Explore strategies to promote with woman participation in informed decision making and taking responsibility for self care; and
· Demonstrate an understanding of the need for reflective practice and the implementation of evidence informed care in private practice.

Content Skill development in with woman health assessment will be built in a simulated learning environment. The role of the midwife in primary health care will be discussed promoting health and wellness throughout the reproductive lifespan. Content will be explored within three modules representing common health problems experienced with woman:
With woman Health Across The Lifespan – First Impressions
· Puberty
· Controlling fertility/contraception
· Sexually transmitted diseases and infections (non HIV)
· Menstrual disorders
· Eating disorders and body image
With woman Health Across The Lifespan – Physical Problems
· Pelvic pain, Endometriosis
· Infertility
· IVF
· HIV & AIDS
· Breast health and disease
· Being with woman with cancer
· Continence, the pelvic floor, vaginal repair
· Hysterectomy
· Menopause
· Chronic illness
· Health in the workplace, working in the home
Women’s Health Across The Lifespan – Mental Health & Addictive Disorders

Required Reading Gangar EA. (2001). Gynaecology nursing: A practical guide. Edinburgh: Churchill Livingstone Lowdermilk D, Perry S & Bobak I. (2000). Maternity and women’s health care. St.Louis: Mosby
Recommended Reading Allen KM. (1997). Women’s health across the lifespan: A comprehensive perspective. Philadelphia: Lippincott Asian-Pacific Resource & Resource Centre for Women (ARROW). (1994). Towards women-centred reproductive health. Kuala Breslin ET & Lucas VA. (2003). Women’s health nursing: Towards evidence based practice. Saunders Edge V & Miller M. (1994). Women’s health care. St. Louis: Mosby Firth P & Watanabe S. (1996). Instant nursing assessment: women’s health. Albany: Delmar Publishers Guillebaud J. (2000). Contraception: Your questions answered. (3rd ed.). Sydney: Churchill Livingstone Holloway N. (1999). Medical surgical care planning. Springhouse: Springhouse corp LeMone P & Burke KM. (2000). Medical-surgical nursing: critical thinking in client care. New Jersey: Prentice Hall Lumpur: ARROW Olshanky E. (2000). Integrated women’s health: holistic approaches for comprehensive care. Gaithersburg: Aspen Publishers Rogers-Clarke C. & Smith A. (1998). Women’s Health: a primary health care approach. Sydney: Maclennan & Petty Smith A. (1992). Women’s health in Australia. New South Wales, Armidale
Class Contact 60 hours theory
Assessment 3 hour examination: 60% Written assignment [1500 words]: 40%

HNM7207 MIDWIFERY STUDIES 4 WOMENS HEALTH

HNM7208 CONTINUITY OF CARE TWO
Campus St Albans
Prerequisites Nil.
Learning Outcomes Students will be expected to:
· Demonstrate qualities of woman-centred midwifery practice using theoretical understandings gained in the subject the Childbearing Journey;
· Describe working with woman in childbearing using the theoretical understandings gained in the midwifery and anatomy and physiology subjects;
· Demonstrate developing skills necessary to provide woman-centred midwifery practice;
· Recognise the importance of with woman and her social context in the provision of maternity services;
· Demonstrate midwifery practice skills in health assessment of being with woman and her baby at various stages of pregnancy;
· Demonstrate the ability to undertake higher level health documentation in midwifery;
· Accurately assess, collect and record data for health profiles/histories of being with woman during childbearing;
· Make contact with a minimum of ten women (in the clinical venue) expecting to give birth later in the year for the purpose of following through their birthing experience from early pregnancy to the first weeks after birth;
· Apply evidence-based knowledge to midwifery practice;
· Examine the politics of maternity services;
· Explore contemporary issues and trends which influence midwifery practice and the role of the midwife; and
· Discuss the professional standards and requirements informing midwifery practice.

Content Students will continue the ‘Continuity of Care’ program. The aims and requirements of the program will be further highlighted. The central concepts of woman-centredness and continuity of care in midwifery practice will be realised by the students following through a minimum of ten women from pregnancy through to the early weeks after birth beginning in semester 1 and continuing into semester 2. This subject will also examine a broad range of contemporary issues and trends that impact with woman within the context of childbearing and midwifery practice. The understanding and application of evidence-based knowledge will be utilised related to midwifery practice. br>Required Reading Australian College of Midwives Incorporated (ACMI). (2002). Competency Standards for Midwives. Available at http://www.acmi.org.au ACMI. (2001). Code of Ethics. and National Code of Practice. Available at http://www.acmi.org.au Cooper T & Emden C. (2001). Portfolio assessment: A guide for nurses and midwives. Quinn Rocks WA: Praxis Education Guilliland K & Pairman L. (1995). The midwifery partnership: A model for practice. Wellington: Victoria University of Wellington Nurses Board of Victoria. (1999). Code of practice for midwives in Victoria. Download from http://www.nbv.org.au Page L. (ed.). (2000). The new midwifery: Science and sensitivity in practice. Edinburgh: Churchill Livingstone
Recommended Reading ACMI (Vic. Branch). (1999). Reforming midwifery: A discussion paper on the introduction of Bachelor of Midwifery programs into Victoria. Melbourne: ACMI (Vic. Branch) Health Department of Victoria (HDV). (1990). Final report of the ministerial review of birthing services in Victoria: Having a baby in Victoria. Melbourne: HDV Jones S. (2000). Ethics in Midwifery. Edinburgh: Mosby Kent J. (2002). Social perspectives on pregnancy and childbirth for midwives, nurses and the caring professions. Philadelphia: Open University Press Kirkham MJ & Perkins ER. (1997). Reflections on midwifery. Sydney: Bailliere Tindall National Health & Medical Research Council. (NH&MRC). (1996). Options for effective care in childbirth. Canberra: Australian Government Printing Service (AGPS) NH&MRC. (1998). Review of services offered by midwives. Canberra: AGPS Senate Community Affairs References Committee. (1999). Rocking the cradle: a report into childbirth procedures. Canberra: AGPS VanTeijlingen E, Lowis G, McCaffery P & Porter M. (1999). Midwifery and the medicalisation of childbirth. New Jersey: Nova Science
Class Contact 136 hours: - 16 hours theory - 120 follow through journey clinical hours
Assessment Partnership log focusing on partnership and follow through of being with woman (10 women) including fieldwork and reflective journals: Satisfactory/ Unsatisfactory Continuity of Care report (1000 words): Satisfactory/ Unsatisfactory

HNM7310 MIDWIFERY STUDIES 5 CHILDBEARING COMPLIC
CampusSt Albans
PrerequisitesHNM 7114 Midwifery Studies 1: The Childbearing Journey, HNM 7203 Midwifery Studies 3: Childbearing Complications, HNM 7202 Midwifery Practice 2: The Childbearing Journey, HNM 7204 Midwifery Practice 3: Childbearing Complications
Learning Outcomes Students will be expected to: · Utilise knowledge from anatomy and physiology applicable to being with woman experiencing a complex labour and birth and/or postpartum period;
· Examine specific medical and obstetric conditions that affect labour and birth and the postpartum period;
· Examine perinatal mental health issues and the implications for mothers, families and caregivers;
· Evaluate the implications of obstetric interventions for being with woman and midwifery practice;
· Critically examine the use of technology in midwifery and obstetric practice;
· Perform midwifery practice skills in a simulated laboratory and clinical environment;
· Demonstrate skills in the management of maternity care emergencies;
· Apply evidence-based knowledge to midwifery practice;
· Interpret the role of the midwife a member of a collaborative health-care team; and
· Explore community resources available to provide support with woman in the community.

ContentUnexpected Problems During Labour & Birth
· Preterm labour
· Inco-ordinate uterine action
· Intervention cascade
· Cord presentation and prolapse
· Foetal distress
· Primary postpartum haemorrhage
· Shoulder dystocia
· Maternal shock and collapse
Collaborative and referral role of the midwife Maternal health problems in first weeks after birth
· Breastfeeding problems
· Pyrexia
· Secondary postpartum haemorrhage
· Haematomas
· Post-caesarean section: extra care
Medical technology and procedures
· Ultrasound
· Cardiotocography
· Epidural analgesia
· Forceps & ventouse
· Caesarean birth and care
· Assist in obstetrical intervention
Central venous pressure (CVP) monitoring Magnesium sulphate infusion Intravenous infusion pumps Dynamap and blood pressure monitoring Advanced CTG skills Perineal suturing Being with woman and resuscitation when sick
Required Reading ACMI. (2004). National Midwifery Guidelines for Consultation and Referral. Canberra . Available at http://www.acmi.org.au Enkin M, Keirse M, Neilson J, Duley L, Hodnett E & Hofmeyr J. (2000). A guide to effective care in pregnancy and childbirth. Oxford: Oxford University Press. Students are encouraged to utilised the www copy of this text via the following website: www.maternitywise.org Fraser DM & Cooper MA (2003). Myles textbook for midwives (14th ed.). Melbourne: Churchill Livingstone Or Henderson C & MacDonald S. (Eds.). (2004). Mayes’ Midwifery: A textbook for midwives. (13th ed.). Edinburgh: Bailliere Tindall Johnson, R. & Taylor, W. (2000). Skills for midwifery practice. Edinburgh: Churchill Livingstone Johnston P, Flood K & Spinks K. (2003). The newborn child. (9th ed.). Sydney: Churchill Livingstone Menihan CA & Zottoli. (2001). Electronic foetal monitoring: Concepts and applications. Philadelphia: Lippincott Royal College of Midwives. (2002). Successful breastfeeding. (3rd ed.). London: Churchill Livingstone Tollefson, J. (2004). Clinical Psychomotor skills: Assessment Tools for Nursing Students. 2nd ed. Sydney: Social Science Press WHO. (2003) Managing complications in pregnancy and childbirth. A guide for midwives and doctors. Geneva: WHO Yerby M. (Ed.). (2000). Pain in childbearing: Key issues in management. Edinburgh: Bailliere Tindall
Recommended Reading Dunkley, J. (2000). Health promotion in midwifery practice. A resource for health professionals. Edinburgh: Churchill Dunkley, J. (2000). Health promotion in midwifery practice. A resource for health professionals. Edinburgh: Churchill
Class Contact 70 hours: - 60 hours theory - 10 hours self-directed study
Assessment 3 hour examination: 60% Essay [1500 words]: 40%

HNM7311 MIDWIFE PRAC 5 CHILDBEARING COMPLICATION
Campus St Albans
Prerequisites HNM 7115 Midwifery Studies 1: The Childbearing Journey, HNM 7203 Midwifery Studies 3: Childbearing Complications, HNM 7202 Midwifery Practice 2: The Childbearing Journey, HNM 7204 Midwifery Practice 3: Childbearing Complications
Learning Outcomes Students will be expected to:
· Develop a sense of becoming a midwife with emerging confidence and competence;
· Engender a passion for being a midwife and sharing the vision of the midwifery profession;
· Develop a consciousness of their attitudes, beliefs and values with woman and childbearing within a diverse cultural context;
· Construct an awareness of the journey of being with woman through childbearing;
. Employ strategies to work with woman in making the transition to parenthood which is viewed as an experience of growth and change;
· Integrate the knowledge and midwifery practice skills acquired from preceding subjects which inform the current stage of practice as a midwife;
· Apply evidence-based knowledge to midwifery practice;
· Critically reflect on self and practice as a midwife; and
· Implement evidence-informed care when working with woman;
Content Utilising experience from the first and second maternity placement midwifery students will be expected to extend their practice repertoire in providing midwifery care with woman and families under the supervision of a clinical teacher/preceptor.
In partnership with woman and under supervision:
· Assessment of with woman and her baby;
· Working with woman giving birth;
· Working with woman to give nourishment to her baby;
· Working with woman to care for herself and her baby before and after birth; and
· Documentation of midwifery actions and with woman attitudes and responses.
Emphasis on:
· Reflection on self and the experiences that influence the development of the concept of self; and
· Application of skills and techniques for the development of effective interpersonal relationships in midwifery.

Required Reading Cooper, T. & Emden, C. (2001). Portfolio assessment: A guide for nurses and midwives. Quinn Rocks WA: Praxis Education Johnson, R. & Taylor, W. (2000). Skills for midwifery practice. Edinburgh: Churchill Livingstone Fraser DM & Cooper MA (2003). Myles textbook for midwives (14th ed.). Melbourne: Churchill Livingstone
Or
Henderson C & MacDonald S. (Eds.). (2004). Mayes’ Midwifery: A textbook for midwives. (13th ed.). Edinburgh: Bailliere Tindall Tollefson, J. (2004). Clinical Psychomotor skills: Assessment Tools for Nursing Students. 2nd ed. Sydney: Social Science Press
Recommended Reading Dunkley, J. (2000). Health promotion in midwifery practice. A resource for health professionals. Edinburgh: Churchill Livingstone Enkin M, Keirse M, Neilson J, Duley L, Hodnett E & Hofmeyr J. (2000). A guide to effective care in pregnancy and childbirth. Oxford: Oxford University Press. Students are encouraged to utilised the www copy of this text via the following website: www.maternitywise.org Fraser, D. (2000). Professional studies for midwifery practice. Edinburgh: Churchill Livingstone Johnson R. & Taylor W. (2003). Skills for midwifery practice. Edinburgh: Churchill Livingstone Jordan S. (2002). Pharmacology for midwives. The evidence basis for safe practice. Hampshire: Palgrave Menihan CA & Zottoli. (2001). Electronic foetal monitoring: Concepts and applications. Philadelphia: Lippincott National Health & Medical Research Council. (NH&MRC). (1996). Options for effective care in childbirth. Canberra: Australian Government Printing Service (AGPS) NH&MRC. (1998). Review of services offered by midwives. Canberra: AGPS Page L. (Ed.). (2000). The new midwifery: Science and sensitivity in practice. Edinburgh: Churchill Livingstone Proctor S & Renfrew M. (2000). Linking research and practice in midwifery: A guide to evidence based practice. Edinburgh: Bailliere Tindall Royal College of Midwives. (2002). Successful breastfeeding. (3rd ed.). London: Churchill Livingstone Yerby M. (Ed.). (2000). Pain in childbearing: Key issues in management. Edinburgh: Bailliere Tindall
Class Contact Block clinical placement of 208 hours
Assessment Practice assessment based on ANMC competency standards: Satisfactory/ Unsatisfactory 3 Reflective journals: Satisfactory/ Unsatisfactory

HNM7312 CONTINUITY OF CARE THREE
CampusSt Albans
Prerequisites Nil
Learning Outcomes Students will be expected to:
· Demonstrate qualities of woman-centred midwifery practice using theoretical understandings gained in the subject the Childbearing Journey;
· Describe working with woman in childbearing using the theoretical understandings gained in the midwifery and anatomy and physiology subjects;
· Demonstrate midwifery practice skills necessary to provide woman-centred midwifery practice;
· Recognise the importance of with woman and her social context in the provision of maternity services;
· Demonstrate midwifery practice skills in health assessment of being with woman and her baby at various stages of pregnancy;
· Demonstrate the ability to undertake higher level health documentation;
· Accurately assess, collect and record data for health profiles/histories of being with woman during childbearing;
· Make contact with a minimum of ten women (in the clinical venue) expecting to give birth later in the year for the purpose of following through their birthing experience from early pregnancy to the first weeks after birth;
· Apply evidence-based knowledge to midwifery practice;
· Explore the link between theory, policy and practice issues in midwifery; and
· Discuss access and equity issues pertaining to special population.
Content Students will continue the Continuity of care program in which they form partnerships with woman during pregency in clinical venues. Students will be assisted to develop a professional midwifery practice relationship with emphasis on:
· Interviewing and history taking;
· Reflection in and on action;
· Journal writing;
· Application of principles of communication;
· Assessment of with woman and her baby;
· Working with woman to give birth;
· Working with woman to feed her baby;
· Working with woman to care for herself and her baby before and after birth; and
· Documentation of midwifery actions and with woman attitudes and responses.
Students will explore the position of contemporary midwifery practice with emphasis on:
· State and Federal constraints;
· Issues of professional boundaries; and
· Choice, continuity and control.

Required Reading Australian College of Midwives Incorporated (ACMI). (2002). Competency Standards for Midwives. Available at http://www.acmi.org.au ACMI. (2001). Code of Ethics. and National Code of Practice. Available at http://www.acmi.org.au Cooper T & Emden C. (2001). Portfolio assessment: A guide for nurses and midwives. Quinn Rocks WA: Praxis Education Guilliland K & Pairman L. (1995). The midwifery partnership: A model for practice. Wellington: Victoria University of Wellington Nurses Board of Victoria. (1999). Code of practice for midwives in Victoria. Download from http://www.nbv.org.au Page L. (ed.). (2000). The new midwifery: Science and sensitivity in practice. Edinburgh: Churchill Livingstone
Recommended Reading ACMI (Vic. Branch). (1999). Reforming midwifery: A discussion paper on the introduction of Bachelor of Midwifery programs into Victoria. Melbourne: ACMI (Vic. Branch) Health Department of Victoria (HDV). (1990). Final report of the ministerial review of birthing services in Victoria: Having a baby in Victoria. Melbourne: HDV Jones S. (2000). Ethics in Midwifery. Edinburgh: Mosby. Kent J. (2002). Social perspectives on pregnancy and childbirth for midwives, nurses and the caring professions. Philadelphia: Open University Press Kirkham MJ & Perkins ER. (1997). Reflections on midwifery. Sydney: Bailliere Tindall National Health & Medical Research Council. (NH&MRC). (1996). Options for effective care in childbirth. Canberra: Australian Government Printing Service (AGPS) NH&MRC. (1998). Review of services offered by midwives. Canberra: AGPS Senate Community Affairs References Committee. (1999). Rocking the cradle: a report into childbirth procedures. Canberra: AGPS VanTeijlingen E, Lowis G, McCaffery P & Porter M. (1999). Midwifery and the medicalisation of childbirth. New Jersey: Nova Science
Class Contact 126 hours: - 16 hours theory - 110 follow through journey clinical hours
Assessment Partnership log focusing on partnership with and follow through being with woman (10 women- total in course n = 30) including fieldwork and reflective journals: Satisfactory/ Unsatisfactory Continuity of care report [1000 words]: Satisfactory/ Unsatisfactory

HNM7313 MIDWIFERY STUD 6-BABIES NEED EXTRA CARE
Campus St Albans
Prerequisites HNM7114 Midwifery Studies 1: The Childbearing Journey, HNM 7203 & HNM 7310 Midwifery Studies 3 & 5: Childbearing Complications, HNM 7202 Midwifery Practice 2: The Childbearing Journey, HNM 7204 & HNM 7311 Midwifery Practice 3 & 5: Childbearing Complications
Learning Outcomes Students will be expected to:
· Describe the development of a baby during the second half of pregnancy;
· Demonstrate understanding of the circumstances that may necessitate admission of a baby to a level two nursery;
· Evaluate the level two nursery environment and its impact upon the baby and family;
· Understand the role of the midwife within the context of the level two nursery multidisciplinary team;
· Utilise the clinical decision making process to demonstrate knowledge and understanding of the care required by the baby and the family;
· Apply evidence-based knowledge to midwifery practice;
· Demonstrate an appreciation of the family’s’ need for privacy, dignity and respect, as well as their right to be informed and to make decision regarding care of their baby;
· Demonstrate an understanding of reflective practice in the implementation evidence informed care for the baby and family; and
· Debate the ethico-legal issues, which arise in the care of babies with special needs;

Content Environment
· Growth & Development
· Level Two Nursery
· Equipment
· Personnel
· Influence upon the wellbeing of the baby
· Impact upon the family
· Role of the midwife in the team
Circumstances That May Require Babies To Be Admitted To A Level Two Nursery
· Pre-Term
· Post-Term
· Congenital Anomalies
· Metabolic Disturbances
· Small For Gestational Age
· Chemical Dependency
· Birth Asphyxia
· Jaundice
· Anaemia
· Birth trauma
Care of the Baby
· Gestational Assessment
· Facilitation Of Growth & Development
· Oxygenation
· Elimination
· Nutrition
· Immunity
· Temperature
Care Of The Family
· Support & counselling
· Involvement in care and decision making
· Education
· Transition to parenthood
Ethico-legal Issues
· Informed consent
· Rights of the baby
· Economic challenges
· Maintenance of life support
Neonatal Emergency Transport Service
· History of the service
· Role of the service
· Referral, stabilization and retrieval

Required ReadingJohnston P, Flood K & Spinks K. (2003). The newborn child. (9th ed.). Sydney: Churchill Livingstone
Recommended Reading
Class Contact 60 hours theory
Assessment Topic test: 20% 2 hour examination: 50% Essay [1000 words]: 30%

HNM7314 MIDWIFERY PRAC 6-BABIES NEED EXTRA CARE
CampusSt Albans
Prerequisites HNM7114 Midwifery Studies 1: The Childbearing Journey, HNM 7203 & HNM 7310 Midwifery Studies 3 & 5: Childbearing Complications, HNM 7202 Midwifery Practice 2: The Childbearing Journey, HNM 7204 & HNM 7311 Midwifery Practice 3 & 5: Childbearing Complications
Learning Outcomes Learning Outcomes Students will be expected to:
· Demonstrate understanding of the circumstances that necessitate admission of a baby to a Level Two Nursery;
· Evaluate the environment of the nursery and implement strategies to promote the wellbeing of the baby and family;
· Develop competency within the context of the multidisciplinary Health Care team;
· Utilise a clinical decision making process to apply the necessary knowledge and understanding required to meet the needs of the baby and family in the nursery;
· Apply strategies for maintaining the families’ need for privacy, dignity and respect, as well as their right to be informed and to make decision regarding care of their baby;
· Facilitate family involvement with the care of the baby with special needs;
· Employ reflective practice and implement evidence based care for babies and their families;
· Facilitate transition of the baby and family from hospital to home;
· Apply evidence-based knowledge to midwifery practice with the sick baby;
· Document the ongoing relationship with woman and her family that the midwifery student follows through in a way that reflects their own involvement and actions and the rationale for these, as well as the families’ actions and attitudes and responses to midwifery care; and
· Follow through of a ‘sick’ baby.
ContentNeonatal Nursery Environment
· Cots
· Oxygen saturation equipment
· Assisted ventilation equipment
· Monitors
· Stress management strategies
Care of the Baby
· Gestational, physical & psychosocial assessment
· Facilitation of growth & development
· Touch/stimulation/position
· Rest
· Comfort /pain control
· Kangaroo care
· Resuscitation
· Oxygenation /Oxygen therapy/CPAP/Surfactant therapy
· Oxygen saturation/Blood gases
· Nutrition & elimination
· Breast feeding – expand on previous knowledge/ Breast milk substitutes
· Gastric feeds
· IV therapy/Fluid balance & electrolytes
· Specimen collections
· Phototherapy
· Immunity
· Universal precautions/Hygiene
· Neutral thermal environment

Required Reading Johnston P, Flood K & Spinks K. (2003). The newborn child. (9th ed.). Sydney: Churchill Livingstone
Class Contact Block clinical placement of 120 hours
Assessment Practice assessment based on ANMC competencies: Satisfactory/Unsatisfactory Clinical learning objectives and assessment: Satisfactory/Unsatisfactory 3 Reflective journals: Satisfactory/Unsatisfactory Drug Calculation Test: Satisfactory / Unsatisfactory

HNM7315 MIDWIFERY PRACTICE 7 CONSOLIDATION
CampusSt Albans
Prerequisites HNM7114 Midwifery Studies 1: The Childbearing Journey, HNM 7203 & HNM 7310 Midwifery Studies 3 & 5: Childbearing Complications, HNM 7202 Midwifery Practice 2: The Childbearing Journey, HNM 7204 & HNM 7311 Midwifery Practice 3 & 5: Childbearing Complications
Learning Outcomes Students will be expected to:
· Demonstrate the application of knowledge acquired through related theoretical and skills based subjects;
· Adapt knowledge of health assessment procedures to the individualised care requirements of with woman who is childbearing and newborns;
· Demonstrate safe clinical practice in accordance with ANMC competency standards, and consistent with level, knowledge and performance of a graduate midwife at beginning level;
· Implement individualised midwifery care for childbearing with woman acknowledging physical/mental condition, communication needs and socio-cultural background;
· Demonstrate appropriate interpersonal skills with woman during childbearing and her family, and healthcare personnel;
· Apply legal and ethical principles to the midwifery care requirements of childbearing with woman;
· Participate in reflective practice process through documentation, discussion, self-evaluation of both on-campus and clinical learning experiences and the relationship between them;
· Apply evidence-based knowledge to midwifery practice;
· Critically apply relevant theoretical concepts from related areas of study in the analysis of midwifery situations; and
· Incorporate current research findings into midwifery practice.
Content Utilising experience from the previous maternity placement midwifery students will be expected to develop an increasingly independent role in providing midwifery care with woman and her family under the supervision of a clinical teacher/preceptor.
In partnership with woman and under supervision:
· Assessment of with woman and her baby;
· Working with woman giving birth;
· Working with woman to give nourishment to her baby;
· Working with woman to care for herself and her baby before and after birth; and
· Documentation of midwifery actions and with woman attitudes and responses.
Credit Transfer Arrangements (including Articulation Pathways) if applicable Not applicable.
Required Reading ACMI. (2004). National Midwifery Guidelines for Consultation and Referral. Canberra . Available at http://www.acmi.org.au Cooper, T. & Emden, C. (2001). Portfolio assessment: A guide for nurses and midwives. Quinn Rocks WA: Praxis Education Enkin M, Keirse M, Neilson J, Duley L, Hodnett E & Hofmeyr J. (2000). A guide to effective care in pregnancy and childbirth. Oxford: Oxford University Press. Students are encouraged to utilised the www copy of this text via the following website: www.maternitywise.org Fraser DM & Cooper MA (2003). Myles textbook for midwives (14th ed.). Melbourne: Churchill Livingstone
Or
Henderson C & MacDonald S. (Eds.). (2004). Mayes’ Midwifery: A textbook for midwives. (13th ed.). Edinburgh: Bailliere Tindall Johnson, R. & Taylor, W. (2000). Skills for midwifery practice. Edinburgh: Churchill Livingstone Johnston P, Flood K & Spinks K. (2003). The newborn child. (9th ed.). Sydney: Churchill Livingstone Menihan CA & Zottoli. (2001). Electronic foetal monitoring: Concepts and applications. Philadelphia: Lippincott Royal College of Midwives. (2002). Successful breastfeeding. (3rd ed.). London: Churchill Livingstone WHO. (2003) Managing complications in pregnancy and childbirth. A guide for midwives and doctors. Geneva: WHO Yerby M. (Ed.). (2000). Pain in childbearing: Key issues in management. Edinburgh: Bailliere Tindall Recommended Reading Dunkley, J. (2000). Health promotion in midwifery practice. A resource for health professionals. Edinburgh: Churchill Livingstone. Fraser D. (2000). Professional studies for midwifery practice. Edinburgh: Churchill Livingstone National Health and Medical Research Council. (NH&MRC Bulletin). (1988). Standards of Antenatal Care. Canberra: AGPS National Health and Medical Research Council. (NH&MRC Report). (1996). Options for effective care in childbirth. Canberra: AGPS NH&MRC. (1998). Review of services offered by midwives. Canberra: AGPS Page L. (ed.). (2000). The New Midwifery: Science and sensitivity in practice. Edinburgh: Churchill Livingstone Proctor S & Renfrew M. (2000). Linking research and practice in midwifery: A guide to evidence based practice. Edinburgh: Bailliere Tindall Riley M & King J (2003). Births in Victoria 2001-2002. Perinatal Data Collection Unit, Victorian Government Department of Human Services, Melbourne. Available at http://www.health.vic.gov.au/perinatal Class Contact Block clinical placement of 208 hours Assessment Practice assessment based on ANMC Competency Standards: Satisfactory Unsatisfactory 3 Reflective journals:Satisfactory/Unsatisfactory

HNN0001 THE AUSTRALIAN HEALTH CARE SYSTEM
Campus St Albans
Prerequisites Nil
Learning Outcomes
Content : This subject examines the multi-layered structure of the Australian health care system, and the effects of this on health policy. Attention is given to the implications of recent changes in funding, and in particular the impact on nursing services. Health care policies, Workcover legislation and social welfare practices are reviewed.
Required Reading Australian Institute of Health and Welfare(AIWH). (2005). Australia’s Health (10th Ed). Canberra:AIWH Publication Duckett, Stephen. (2004). The Australian health care system. Melbourne: Oxford University Press.
Recommended Reading Fletcher, Martin. (2000). The quality of Australian health care: Current issues and future directions. Canberra: Dept. of Health and Aged Care. Gardner, Heather. (Ed.). (1995). The politics of health: The Australian experience. Melbourne: Chruchill Livingstone. Lawson James S & Bauman, Adrian. (2001). Public health in Australia. 2nd. edition. Sydney: McGraw Hill.
Class Contact 16 hours over 12 week duration
Assessment One two hour examination 100% held in week 12 composed of short answer questions.

HNN0002 NURSING WITHIN THE AUST HEALTH CARE SYS
Campus St Albans
Prerequisites Nil
Content This subject addresses the legal, ethical, professional and cultural dimensions of nursing practice. The interrelationship between how nursing is practiced, competing ethical theories and principles, resulting actions and their implications are examined.
Legal issues include: · the Australian legal system, legal responsibilities and current legislation, personal and professional liability, regulation of the profession, worker's compensation and freedom of information. Ethics, ethical decision making and cultural issues in nursing practice topics include:
· the meaning of ethics and relevance to nurses' practice, identification of ethical problems and dilemmas in health care and nursing practice and the process of making ethical (or moral) decisions. · Participants are encouraged to explore the role of culture in nursing at both a personal and organisational level including utilisation of one’s own experience to explore cultural issues. Professional issues include:
· concepts of professionalism, current trends in professional development with introductory discussions of the ‘nurse practitioner’, problem solving frames and evidence based practice.
· review of professional bodies relevant to nursing practice within Australia

Required Reading Australian Nursing & Midwifery Council. (2005). National Competency Standards for the Registered Nurse.
Australian Nursing Council. (2002) Code of ethics for nurses in Australia (2nd.ed.).
Australian Nursing Council. (2003) Code of professional conduct for nurses in Australia (2nd.ed.).
Forrester, K. & Griffiths, D. (2005). Essentials of law for health professionals. Sydney: Elsevier.
Johnstone M J (1999) Bioethics: a nursing perspective ( 3rd.ed) edition Sydney. W. B. Saunders.
Nurses Act 1993, No 111/1993. Parliament of Victoria.
Recommended Reading Bandman, E. L. & Bandman, B. (2002).Nursing ethics through the lifespan (4th.ed.). Upper Saddle River: Prentice Hall.
Chiarella, Mary. (2002). The legal and professional status of nursing. Sydney: Churchill Livingstone.
Wallace, M. (2001). Health care and the law (3rd.ed.). Sydney: Law Book Company.

Class Contact 16 hours over 12 weeks comprising of lectures/tutorials and seminar presentations.
Assessment Part (1) A group presentation of an in depth case study to be at least 45 minutes duration (75%). To be presented by each group over the course. Part (2) A written overview of approximately 500 words summarising the major issues evident in the case study (25%). To be submitted a week after presentation. Additional Information of the assessment including presentation criteria will be distributed on the commencing week.

HNN0003 PHARMACOLOGY
Campus St Albans
Prerequisites Nil
Content This subject provides an overview of pharmacology, and revision of drug calculations. Drug principles and policies as they relate to nursing practice within Australia are discussed. Poisons and Controlled Substances Act. Issues of drug dispensing in the hospital environment and specific drug administration protocols are reviewed. This unit is taught concurrently with unit 4.
Required Reading Chernecky, C., Butler, S. W., Graham, S. W. & Infortuna, H. (2001). Drug calculations and drug administration: Real world nursing survival guide. Sydney: Harcourt Galbraith, A., Bullock, S., & Manias, E (2004). Fundamentals of Pharmacology. (4th edition). Sydney:Prentice Hall. Victoria Drugs Poisons and Controlled Substances Act 1981. (1997). Melbourne:Anstat.
Recommended Reading Bryant,B.,Knights,K.&Salerno,E.(2003).Pharmacology for health professionals. NSW:Marrickville,Mosby/Elsevier Science,Harcourt. Chernecky, C. Macklin, D. & Murphy-Ende (2001). Fluid and electrolytes: nursing real world survival guide. Sydney: Saunders. Nursing calculations [electronic resource] Version 4.0.0(2004). Adelaide:Educational Innovations.
Class Contact 12 hours over 12 weeks comprising of lectures and tutorial activities.
Assessment A pharmacology progression test consisting of drug & IV calculations& drug knowledge and short answer questions to identify further learning needs and a final pharmacology test in week 12 consisting of drug knowledge, short answer questions, drug and IV calculations (100%).

HNN0004 NURSING PRINCIPLES PROCESS AND PRACTICE
Campus St Albans
Prerequisites Nil
Content This unit builds on participants' knowledge and understanding of critical events across the lifespan and their effects on individuals and families. These will include aging and psychophysiological disorders. Case studies and scenarios are used to allow for a holistic approach to client care and the use of clinical decision making skills.
Required Reading Applegate, E. (2000). The anatomy & physiology learning system( 2nd edition). Philadelphis: Saunders Brown, D., Edwards,H., Lewis, S., Heitkemper, M., & Dirksenson, S. (2005). Lewis’s medical-surgical nursing. Sydney: Elsevier Mosby. Carpentino, L. (1995). Nursing diagnosis: application to clinical practice (6th edition) Philadelphia: J B Lippincott. Crisp, J. & Taylor, C. (2005). Potter and Perry’s fundamentals of nursing (2nd ed). Sydney: Elsevier. Davi-Ellen C. (2005). Medical Terminology (4th ed). Sydney: Elsevier. Estes, E. (2002). Health assessment and physical examination. (5th edition). New York: Delmar. Glanze,W.D., Anderson, K., & Anderson, L.E. (Eds.). (2002). Mosby’s medical, nursing, and allied health dictionary ( 6th edition) . St. Louis: Mosby. Harris, P., Nagy, S., & Vardaxis, N. (Eds). (2006). Mosby’s dictionary of medicine, nursing and health professions. Sydney: Mosby. Lewis,S.M.,Heitkemper,M.M.,& Dirkenson,S. (2004). Medical surgical nursing:assessment and management of clinical problems (6th edition). St Louis:Mosby Perry, Anne G., & Potter, A. (2002). Clinical nursing skills & techniques( 5th Ed). St. Louis: Mosby. Toilefson,J.(2004) Clinical psychomotor skills:Assessment tools for nursing students (2nd edition). Australia:Social Science Press. Varcarolis, M. (2002). Foundations of psychiatric mental health nursing: a clinical approach (4th edition). Philadelphia: Saunders.
Recommended Reading Dirkenson, S., Lewis S M., & Heitkemper M. M. (2000). Clinical companion to Medical surgical nursing: St Louis, Missouri: Mosby Evans-Smith (2005) Taylors Clinical Nursing Skills ( 5th edition). Philadelphia:Lippincott Williams & Wilkins Herlihy, Barbara and Maebius, Nancy K. (2000) The human body in health and illness. Sydney: Saunders Ebersole, P. & Hess, P. (2000). Toward healthy aging: Human needs and nursing response. Sydney: Mosby Sole, M. Lamborn, M. & Hartshorn, J. (2001). Introduction to critical care nursing. (3rdedition). Sydney: Saunders. Stuart, Gail W. (2001) Principles and practice of psychiatric nursing (7th edition). Sydney: Mosby. Waugh, Anne & Grant, Allison. (2001) Ross & Wilson Anatomy and physiology in health and illness (9h edition)Sydney: Harcourt. Winningham, L. & Preusser, B. (2001) Critical thinking in medical surgical settings: A case study approach (2nd edition. Sydney: Mosby. Watkins, Peter. (2002) Mental health nursing: The art of compassionate care. Oxford: Butterworth Heinemann. Whitney, E. N. Cataldo, C. B. and Rolfes, S R. (2002) Understanding normal and clinical nutrition (6thedition) Sydney: Wadsworth.
Class Contact A total of 80 hours ( 66 hrs of theory and 14 hrs of laboratory sessions) consisting of a range of teaching methods including lectures, seminars, tutorials and laboratory contact. A total of 14 hours allocated to laboratory sessions.
Assessment A 2000 word assignment based on a case study of a client nurses by the participant during the course. Appropriateness of the case study should be negotiated with the lecturer prior to commencement of assignment (100%). Participants must pass this assignment and their clinical (ANMC or previously known as ANCI) assessment in order to gain a satisfactory grade for clinical practice.

HNN0006 CLINICAL PRACTICE
Campus St Albans
Prerequisites Nil
Content Students will commence clinical practice in week three of the course. This is in order to ensure that students have had an opportunity to integrate theory into practice. The clinical placement will take place in an acute clinical setting with a total of 28 days (8 hours per shift) and 4 days aged care ( 8 hours per shift) in duration.
Class Contact 256 hours composed of aged care (32 hours) and acute care (224 hours).
Assessment Students will be required to complete a nursing care plan each week for one client whom they have cared for during that week. The document will need to show the following:
· assessment of the person
· pathophysiology of the persons existing health problems
· nursing problem statements/diagnosis
· interventions
· outcomes
· prescribed medications and their action, dose and frequency and side effects
Additional Assessment
· The student must also pass the Unit HNN004 case study assignment to gain a pass in this Unit
· A care plan is not required for Aged Care facility. Instead students will complete a reflective journal by Wednesday of that week and submit this to the clinical teacher.

HNN5001 NEUROSCIENCE NURSING STUDIES 1
CampusSt Albans, Off Campus
Prerequisite(s) Nil
Content The topics for this unit of study include: Pathophysiological and diseases processes relating to neuromedical and neurosurgical conditions. Perspective in Neuroscience Nursing such as major changes in health care delivery and implications for Neuroscience patients and nursing practice, the continuum of care and models of neuroscience nursing practice. Assessment and evaluation of neuroscience patients such as diagnostic procedures and laboratory tests for neuroscience patients including anatomical and physiological imaging techniques of the brain, cerebrospinal fluid and spinal procedures, cerebrovascular studies, testing of special senses and nervous system electrical activity and conduction. General and Specific Considerations of Neuroscience Nursing in nutritional support, fluid and electrolytes, pharmacological management, behavioral and psychological Responses to Neurological Illness. The subject also include Management of Unconscious Patient including theory and management of ICP, management of patients undergoing neurosurgical procedures, management of patients with injury to the neurological system, i.e. craniocerebral injury, vertebral and spinal cord injuries, peripheral nerve injuries, back pain, inter-vertebral disc injury and multiple trauma with neurological complications.
Required Reading Hickey, J.V. (1997) Clinical Practice of Neurological and Neurosurgical Nursing (4th Edition). Philadelphia: Lippincott.
Recommended Reading Brenton, A.L., Sivan, A.B., Hamsher,K., Varney, N.R., & Spreen, O. (1994). Contributions to neuropsychological Assessment (2nd Edition). New York: Oxford University Press. Bates, B. (1995). A guide to physical examination and history taking (6th Edition). Philadelphia: J.B. Lippincott. Fuller, G. (1993) Neurological Examination made easy. New York: Churchill Livingstone. Westermoreland, B.F., Benarroch, E.E., Daube, J.R., Reason, T.J., & Sandok, B.A. (1994). Medical neurosciences: An approach to anatomy, pathology, and physiology by systems and levels. Boston: Little Brown. Williams, J.L., Schneiderman, H., & Algranati, R. S. (1994). Physical diagnosis: Bedside evaluation of diagnosis and function. Baltimore: Williams and Wilkins.
Subject Hours Three hours per week for one semester comprising two hour lectures and one hour tutorial.
Assessment Neurological Case Study Assignment 30% (2000-2500 words); Seminar Presentation 25%;Examination 30%; Clinical Journal 15% (1000 - 1500 words).Students must pass each component of the assessment, including the clinical journal in order to pass this subject.

HNN5002 NEUROSCIENCE NURSING STUDIES 2
CampusSt Albans, Off Campus
Prerequisite(s) Nil
Content This subject provides the participants with advanced knowledge in advanced neuropathophysiology and understanding the complexity of patients with tumors of the neurological system including principles and treatment utilizing both surgical and medical approaches. Cerebrovascular diseases such as transient ischaemic attacks and ischaemic stroke and various classifications of cerebral aneurysms are discussed. The subject also include nursing management of patients with headaches, seizures in terms of classification and identification of epilepsy, infections of the nervous system including meningitis, encephalitis and other viral organisms. Neurological conditions relating degenerative processes and cranial nerve disorders are discussed. Psychological, organic and physical considerations of Alzheimer's disease, Multiple Sclerosis, Myasthenia Gravis, Parkinson's Disease, Guillian Barre' Syndrome are also included in this subject.
Required Reading Hickey, J.V. (1997) Clinical Practice of Neurological and Neurosurgical Nursing (4th Edition). Philadelphia: Lippincott.
Recommended Reading Adam, R.D. & Victor, M. (1993). Principles of Neurology (5th Edition). New York: McGraw-Hill. Bates, B. (1995). A guide to physical examination and history taking (6th Edition). Philadelphia: J.B. Lippincott. Gilbert, M. (1990). Epidural spinal cord compression and carcinomatous meningitis, in B.C Decker, Current therapy in neurologic disease. (3rd Edition). Washington, DC: B.C Decker (pp 232-236). Kistler, J.P, Crowell, R.M., Pile-Spellman, J., & Heros K.C, (1993). Management of subarachnoid haemorrhage. New York: Raven. Rengachary, S.S & Wilkins, R.H. (1994). Principles of neurosurgery. New York: McGraw Hill. Westermoreland, B.F., Benarroch, E.E., Daube, J.R., Reason, T.J., & Sandok, B.A. (1994). Medical neurosciences: An approach to anatomy, pathology, and physiology by systems and levels. Boston: Little Brown.
Subject Hours Three hours per week for one semester comprising two hour lectures and one hour tutorial.
Assessment Neurological Case Study Assignment 30% (1500 - 2000 words); Neurological Workbook Log 20% (1000 - 1500 words); Examination 35%; Clinical Journal 15% (1000 - 1500 words). Students must pass each component of the assessment including the clinical journal in order to pass this subject.

HNO5001 ORTHOPAEDIC NURSING STUDIES 1
CampusSt Albans, Off Campus
Prerequisite(s) Nil
Content The content includes: Principles and practice of orthopaedics and orthopaedic nursing; advanced health assessment; musculo-skeletal assessment; traction application and management; POP and synthetic casting application and management; pathophysiology and clinical assessment of musculo-skeletal disorders which include traumatic disorders and non-traumatic disorders such as: fractures, inflammatory diseases, degenerative diseases, and complications; orthopaedic investigations; principles and practice of immobilisation; principles of management and care of individuals with post traumatic orthopaedic disorders; principles of management and care of individuals with non-traumatic orthopaedic disorders; concept, principles and aims of rehabilitation, and the role of the nurse in rehabilitation
Required Reading Apley,A.G. & Solomon,L. (2000). Apley's System of Orthopaedics and Fractures. Oxford: Butterworth-Heinemann. Folick,M., Carini-Gracia,G. & Birmingham,J. (1994). Traction: Assessment and Management. St Louis: Mosby. Hamer, S. & Collinson, G. (ed). (1999). Achieving Evidence-Based Practice- A handbook for practitioners. Edinburgh, Scotland: Bailliere Tindal. Estee, M.E. (1998). Health Assessment & Physical Assessment. Albany: Delamer.Magee, D. (1997). Orthopaedic Physical Assessment. 3rd Ed. Philadelphia: Saunders. Maher,A.; Salmond,S. & Pellino T. (1998). Orthopaedic Nursing 2nd Ed. Florida: W B Saunders Co. Schoen D.C. (2000). Adult Orthopaedic Nursing. Philadelphia: Lippincott, Williams & Wilkins. Tortora, G. & Grabowski, S. R. (2000). Principles of Anatomy and Physiology. 9th Edition. New York: John Wiley & Sons, Inc. ( CD.ROM included).
Recommended Reading Adam,J.C. (2000). Outline of Fractures. (11th Ed). Edinburgh: Churchill Livingstone. Brinker, M. & Miller, M. (1999). Fundamentals of Orthopaedics. Philadephia: W.B. Saunders. Broughton, N. S.(ed). (1997). A Textbook of Paediatric Orthopaedics. London: W.B. Saunders. Crowther, C. (1999). Primary orthopaedic Care. St. Louis: Mosby. Dee, R., Hurst, L.C., Gruber, M.A. & Kottmeier, S.A. (1997). Principles of Orthopaedic Practice. New York: McGraw-Hill. McRae, R. (1994). Practical Fracture Treatment. (3rd Ed). Edinburgh: Churchill Livingstone. Ruiz, E. & Cicero, J.J. (1995). Emergency Management of Skeletal Injuries. St. Louis: Mosby. Yeoman, P.M. & Spengler, D.M. (1996). Orthopaedic Practice. Oxford: Butterworth-Heinemann.
Subject Hours Thirty-nine hours for one semester.
Assessment Clinical project 60% (2500-3000 words); Examination 30%; Clinical Journal 10% (1000 words). Students must pass each component of the Assessment, including the clinical journal, in order to pass this subject.

HNO5002 ORTHOPAEDIC NURSING STUDIES 2
CampusSt Albans, Off Campus
Prerequisite(s) Nil
Content The content includes: ambulatory techniques and devices and the role of physiotherapy; principles and functions of Orthoses, and appropriate nursing assessment and intervention associated with specific orthoses; management in orthopaedic nursing and planned change in the health care system and its effects on orthopaedic nursing care; critical examination and analysis of orthopaedic nursing through fieldwork and current case studies; radiographic studies; multi-disciplinary team approach and communication; principles and methods of pain management in orthopaedic nursing.; leadership in orthopaedic nursing; spinal cord injury; paediatric disorders; oncological processes; and metabolic bone diseases.
Required Reading Apley,A.G. & Solomon,L. (2000). Apley's System of Orthopaedics and Fractures. Oxford: Butterworth-Heinemann. Folick,M., Carini-Gracia,G. & Birmingham,J. (1994). Traction: Assessment and Management. St Louis: Mosby. Hamer,S. & Collinson, G. (ed). (1999). Achieving Evidence-Based Practice- A handbook for practitioners. Edinburgh, Scotland: Bailliere Tindal. Estee, M.E. (1998). Health Assessment & Physical Assessment. Albany: Delamer. Magee, D. (1997). Orthopaedic Physical Assessment. 3rd Ed. Philadelphia: Saunders. Maher,A.; Salmond,S. & Pellino T. (1998). Orthopaedic Nursing 2nd Ed. Florida: W B Saunders Co. Johnstone, M.J. (1999). Bioethics-a nursing perspective. Syndney: Harcourt. Brace & Co. Schoen D.C. (2000). Adult Orthopaedic Nursing. Philadelphia: Lippincott, Williams & Wilkins. Tortora, G. & Grabowski, S. R. (2000). Principles of Anatomy and Physiology. 9th Ed. New York: John Wiley & Sons, Inc. (CD.ROM included).
Recommended Reading Adam,J.C. (2000). Outline of Fractures. (11th Ed). Edinburgh: Churchill Livingstone. Brinker, M. & Miller, M. (1999). Fundamentals of Orthopaedics. Philadephia: W.B. Saunders. Broughton, N. S.(ed). (1997). A Textbook of Paedictric Orthopaedics. London: W.B. Saunders. Crowther, C. (1999). Primary orthopaedic Care. St. Louis: Mosby. Dee,R., Hurst,L.C., Gruber,M.A. & Kottmeier,S.A. (1997). Principles of Orthopaedic Practice. New York: McGraw-Hill. McRae,R. (1994). Practical Fracture Treatment. (3rd Ed). Edinburgh: Churchill Livingstone. Yeoman,P.M. & Spengler, D.M. (1996). Orthopaedic Practice. Oxford: Butterworth-Heinemann. Zejdlik,P.C. (1992). Management of Spinal Cord Injury. 2nd Ed. Boston: Jones & Bartlett Pub.
Subject Hours Thirty-nine hours per semester.
Assessment Clinical Project 60 % (2500-3000 words); Examination 30%; Clinical Journal 10% (1000 words). Students must pass each component of the Assessment, including the clinical journal, in order to pass this subject.

HNO5003 ORTHOPAEDIC NURSING STUDIES 3
CampusSt Albans, Off Campus
Prerequisite(s) HNO5001 Orthopaedic Nursing Studies 1; HNO5002 Orthopaedic Nursing Studies 2; or equivalent.
Content As there are a variety of role expectations of advanced orthopaedic nurse practitioners, it is imperative that each student determines the clinical learning required to achieve expertise in clinical orthopaedic nursing. As each student's learning experience at the time of entry to this subject is seen as unique and dynamic, this unit recognises the need for self-determination of learning modalities.
Therefore the content includes: the diversity of the clinical environment in specialised orthopaedic nursing practice; role of the advanced orthopaedic nurse practitioner: leader, manager, educator, researcher, and collaborative consultant in the health care team. Further, as per contract developed by the student in collaboration with a lecturer, students are expected to spend their clinical learning experience in a related area but outside their current clinical practice, to further expand their clinical learning experience to achieve expertise and skills as an advanced practitioner in orthopaedic nursing.
Required Reading Castledine, G. & McGee, P. (1998). Advanced Specialist Nursing Practice. Oxford: Blackwell Science. Palmer, A., Burns, S. & Bulman, C. (1994). Reflective Practice in Nursing- The growth of the Professional Practitioner. London: Blackwell Science.
Recommended Reading Byers, S. R. (1997). The Executive Nurse: Leaders for new health care transitions. Albany: Delmar Pub. Girvin, J. (1998). Leadership and Nursing. London: Macmillan. Hamer, S. & Collison, G. (1999). Achieving Evidence-Based Practice. Edinburgh: Bailliere Tindall. Hickey, J., Ouitmette, R. & Venegoni, S. (1996). Advanced Practice Nursing: Changing Roles and Clinical Applications. Philadelphia: Lippincott. Snyder, M. & Mirr, M.P. (1995). Advanced Practice Nursing: A Guide to Professional Development. New York: Springer Pub.
Subject Hours Seven hours comprising seminar and thirty-two hours of clinical learning experience.
Assessment Contract with supervisor: Hurdle requirement ungraded. Students are required to submit a written contract of the clinical learning experience they wish to undertake before they set out to achieve their contractual clinical learning. Clinical Project: 80% (3000-3500 words); Clinical Journal 20% (1000-1500 words).

HNP5001 PAEDIATRIC NURSING STUDIES 1
CampusSt Albans, Off Campus
Prerequisite(s) Nil
Content Topics include: perspective of paediatric nursing; human growth and development; advanced health assessment of the child and family; principles and practice of paediatric health assessment skills; pathophysiology and clinical assessment of the child/adolescent with endocrine, neurological, musculo-skeletal, respiratory, cardio-vascular, gastro-intestinal, renal, oncological and plastic disorders; paediatric surgery; principles of paediatric nursing research; impact of hospitalisation on the child and family; principles of managing children and families with special needs.
Required Reading Ball, J.,& Bindler, R.(1998). Paediatric Nursing: Caring for Children. Norwalk: Appleton & Lange. Bickley, L.S., (1999). Bates' Guide to Physical Examination and History Taking(7th ed.). Philadelphia: Lippincott. Olds, S., London,M., & Ladewig, P. (2000). Maternal-Newborn Nursing (6th ed.). New Jersey: Prentice Hall Health. Robinson, M. J., & Robertson, D.M. (Ed). (1999). Practical Paediatrics (4th ed.). London: Churchill Livingstone. Wong, D. (1998). Whaley & Wong's Nursing Care of Infants and Children (6th ed.). St Louis: Mosby Year Book Inc.
Recommended Reading Avery, M.E., & First, L. R.(1994). Pediatric Medicine. Baltimore: Williams & Williams. Bowden, V, R., Dickey, S, B., & Greenberg, C, S.(1998). Children and their Families: The Continuum of Care. Philadelphia: W.B.Saunders Company. Campbell, A.G.M., & McIntosh, N.(1992). ForFar and Aneil's Textbook of Paediatrics (4th ed.). London: Churchill Livingstone. Hamer, S., & Collinson, G.(1999). Achieving Evidence-Based Practice: A Handbook for Practitioners. Edinburgh: Bailliere Tindall/Royal College of Nursing. Hull, D., & Johnston, D.I. (1993). Essential Paediatrics. New York: Churchill Livingstone. Kelly, S.J.(1994). Paediatric Emergency Nursing(2nd ed.). Connecticut: Appleton & Lange. Levene, M.I.(Ed). (1991). Jolly's Diseases of Children.(6th ed). Oxford: Blackwell Scientific Publications. Letts, R.M.(1994). Management of Paediatric Fractures. New York: Churchill Livingstone. McCance, K., & Huether, S,E.(1998). Pathophysiology: The Biologic Basis for Disease in Adults and Children(3rd ed.). Philadelphia: Mosby Year Book Inc. Johnstone, M, J. (1999). Bioethics-a nursing perspective. Sydney: Harcourt Brace & Co. Pillitteri, A. (1999). Maternal & Child Health Nursing (3rd ed.). Philadelphia: Lippincott. Skale, N. (1992). Manual of Paediatric Nursing Procedures. Philadelphia: Lippincott. Vaughan-Cole, B., Johnson, M., & Walker, B.(1998). Family Nursing Practice. Philadelphia: W.B.Saunders Company.
Subject Hours Thirty-nine hours for one semester.
Assessment Clinical project 60% (2500-3000 words); Examination 30%; Clinical Journal 10% (1000 words). Students must pass each component of the assessment, including the clinical journal, in order to pass this subject.

HNP5002 PAEDIATRIC NURSING STUDIES 2
CampusSt Albans, Off Campus
Prerequisite(s) Nil
Content Further topics include: principles of teaching and learning; management in paediatric nursing; and effects on paediatric nursing care; critical examination and analysis of paediatric nursing practice through fieldwork and current case studies; coping mechanism and strategies in the management of distress parents, psychosocial and cultural aspects; ethical and legal responsibility; communication and pain management in paediatric nursing.
Required Reading Ball, J.,& Bindler, R.(1998). Pediatric Nursing: Caring for Children. Norwalk: Appleton & Lange. Bickley, L.S., (1999). Bates' Guide to Physical Examination and History Taking(7th ed.). Philadelphia: Lippincott. Olds, S., London,M., & Ladewig, P. (2000). Maternal-Newborn Nursing (6th ed.). New Jersey: Prentice Hall Health. Robinson, M. J., & Robertson, D.M. (Ed). (1999). Practical Paediatrics (4th ed.). London: Churchill Livingstone. Wong, D. (1998). Whaley & Wong's Nursing Care of Infants and Children (6th ed.). St Louis: Mosby Year Book Inc.
Recommended Reading Avery, M.E., & First, L. R.(1994). Pediatric Medicine. Baltimore: Williams & Williams. Bowden, V, R., Dickey, S, B., & Greenberg, C, S.(1998). Children and their Families: The Continuum of Care. Philadelphia: W.B.Saunders Company. Hamer, S., & Collinson, G.(1999). Achieving Evidence-Based Practice: A Handbook for Practitioners. Edinburgh: Bailliere Tindall/Royal College of Nursing. Levene, M.I.(Ed). (1991). Jolly's Diseases of Children.(6th ed.). Oxford: Blackwell Scientific Publications. Letts, R.M.(1994). Management of Paediatric Fractures. New York: Churchill Livingstone. Kelly, S.J.(1994). Paediatric Emergency Nursing(2nd ed.). Connecticut: Appleton & Lange. McCance, K., & Huether, S,E.(1998). Pathophysiology: The Biologic Basis for Disease in Adults and Children(3rd ed.). Philadelphia: Mosby Year Book Inc. Johnstone, M, J. (1999). Bioethics-a nursing perspective. Sydney: Harcourt Brace & Co. Olds, S., London,M., & Ladewig, P. (2000). Maternal-Newborn Nursing (6th ed.). New Jersey: Prentice Hall Health. Pillitteri, A. (1999). Maternal & Child Health Nursing (3rd ed). Philadelphia: Lippincott. Skale, N. (1992). Manual of Paediatric Nursing Procedures. Philadelphia: Lippincott. Vaughan-Cole, B., Johnson, M., & Walker, B.(1998). Family Nursing Practice. Philadelphia: W.B.Saunders Company. Wong, D. (1998). Whaley & Wong's Nursing Care of Infants and Children(6th ed.). St Louis: Mosby Year Book Inc.
Subject Hours Thirty-nine hours for one semester.
Assessment Clinical project 60% (2500-3000 words); Examination 30%; Clinical Journal 10% (1000 words). Students must pass each component of the assessment, including the clinical journal, in order to pass this subject.

HNP5003 PAEDIATRIC NURSING STUDIES 3
CampusSt Albans, Off Campus
Prerequisite(s) HNP5001 Paediatric Nursing Studies 1; HNP5002 Paediatric Nursing Studies 2: or equivalent.
Content As there are a variety of role expectations of advanced paediatric nurse practitioners, it is imperative that each student determines the clinical learning required to achieve expertise in clinical paediatric nursing. As each student's learning experience at the time of entry to this subject is seen as unique and dynamic, this unit recognises the need for self-determination of learning modalities.
Therefore the content includes: the diversity of the clinical environment in specialised paediatric nursing practice; role of the advanced paediatric nurse practitioner: leader, manager, educator, researcher, and collaborative consultant in the health care team. Further, as per contact developed by the student in collaboration with a lecturer, students are expected to spend their clinical learning experience in a related area but outside their current clinical practice, to further expand their clinical learning experience to achieve expertise and skills as an advanced practitioner in paediatric nursing.
Required Reading Castledine, G, and McGee, P. (1998). Advanced Specialist Nursing Practice. Oxford: Blackwell Science. Palmer, A., Burns, S, and Bulman, C.1(994). Reflective Practice in Nursing-The growth of the Professional Practitioner. London: Blackwell Science.
Recommended Reading Byers, S.R. (1997). The Executive Nurse: Leaders for new health care transitions. Albany: Delmar Publisher.
Girvin, J.(1998). Leadership and Nursing. London: Macmillan. Hamer, S. and Collison, G. (1999). Achieving Evidence-Based Practice. Edinburgh: Bailliere Tindall. Hickey, J., Ouitmette, R. and Venegoni, S. (1996). Advanced Practice Nursing: Changing Roles and Clinical Applications. Philadelphia: Lippincott. Snyder, M. and Mirr, M.P. (1995). Advanced Practice Nursing: A Guide to Professional Development. New York: Springer Publisher.
Subject Hours Seven hours of seminar work and 32 hours clinical learning experience.
Assessment Contract with supervisor: Hurdle requirement ungraded. Students are required to submit a written contract of the clinical learning experience they wish to undertake before they set out to achieve their contractual clinical learning. Clinical Project: 80% (3000-3500 words); Clinical Journal 20% (1500-2000 words).

HNR0001 INTRODUCTION TO RESEARCH DESIGN AND METHODS
CampusSt Albans, Footscray Park, Flinders Lane, Distance Education
Prerequisite(s) Nil
Content The content of this subject will provide an introduction to research methods and design for the social sciences. This will include a review of the scientific methods and ways of knowing, quantitative and qualitative paradigms, questionnaire design and evaluation, validity and reliability of research designs, ethical issues and evaluation of the research design of published papers. The subject will also include an introduction to sampling and methods of data collection and analysis for quantitative and qualitative research. The study of quantitative methods will focus on experimental, correlational and survey designs and of the corresponding methods of data analyses including descriptive and inferential statistics, correlation and regression and hypothesis testing. The qualitative research designs to be studied in some detail will be drawn from case study, ethnography, grounded theory, phenomenology, historical research, philosophical research and action research. The role of the researcher in collecting qualitative data will be discussed along with methods of analysing qualitative data.
Required Reading Aron, A & Aron, E. (1999) Statistics for psychology (2nd ed). New Jersy: Prentice Hall. Baumgartner, T. & Strong, C. (2001). Conducting and reading research in health and human performance. Boston, MA: WCB/McGaw Hill. Burns, N. & Groves, S. (2001). The practice of nursing research: conduct, critique and utilisation (4th ed). Sydney: Saunders. Maxwell, J.A. (1996). Qualitative research design. Sage: Thousand Oaks. Streubert, H.J. & Carpenter, D.R. (1999). Qualitative research in nursing: Advancing the humanistic imperative (2nd ed) Philadelphia: Lippincott. National Health and Medical research Council. (1999). National statement on ethical conduct in research involving humans. Canberra: Commonwealth Government. Victoria University. (2000) Handbook of candidature research proposals. Victoria University. Wiersma, W. (2000) Research methods in education (7th ed) Needham Heights, MA: Allyn and Bacon.
Subject Hours Two hour seminar and one hour tutorial per week for one semester.
Assessment A research proposal, or approved assignments related to research literature and processes in professional practice (3000 words for Graduate Diploma students; 5000 words for Masters students) 100%.

HNS5010 THEORIES OF ADDICTION
CampusFootscray Park
Prerequisite(s) Nil
Content This subject considers a range of traditional and non traditional theories of substance use, dependence and addiction. Definitional, physiological, pharmacological, psychological and social perspectives are examined. A variety of interventions and treatments will be considered in the context of the range of theories of substance use, dependence and addiction.
Required Reading To be advised by the lecturer.
Recommended Reading Hamilton, M., Kellehear, A. and Rumbold, G. (1998). Drug use in Australia. Melbourne: Oxford University Press. Thombs, D. (1999). Introduction to Addictive Behaviours (2nd Edn.). New York: Guilford Press. Doweiko, H. (1999). Concepts of Chemical Dependency (4th Edn.). Melbourne: Brooks/Cole. Clarke, J. C. and Saunders, J. B. (1988). Alcoholism and Problem Drinking, Theories and Treatment. Sydney: Pergamon Press.
Subject Hours Three hours per week for one semester.
Assessment One written assignment of 2,500 words (60%), and one presentation (40%)

HNS5020 TREATMENT IN SUBSTANCE ABUSE
CampusFootscray Park
Prerequisite(s) Nil
Content This subject considers the approaches to treatment available and the setting in which treatment occurs for the range of addictions and substance abuse problems prevalent in Australia. Traditional and non traditional medical/pharmacological interventions will be examined alongside the range of psychological, social and spiritual interventions currently in place. This subject also examines the legal and ethical context in which substance use and treatment occurs.
Required Reading To be advised by the lecturer.
Recommended Reading Doweiko, H. E. 1999 Concepts of Chemical Dependency, (4th edn.) Brookes/Cole Pub. Pacific Grove. Hamilton, M., Kellehear, A., & Rumbold, G. (eds.) 1998 Drug Use in Australia: A Harm Minimisation Approach, Oxford University Press, Melbourne. Hulse, G. K., & Basso, M. R. 1999 Reassessing Naltrexone Maintenance as a Treatment for Illict Heroin Users, Drug and Alcohol Review, 18[3]: 263-269. Hulse, G. K., & Basso, M. R. 2000 The Association between Compliance and Daily Supervision, Drug and Alcohol Review, 19[1]: 41-48. Kosten, T.R. 1997 Conclusions and Future Directions in Treatment Matching. In S. M. Stine, & T. R. Kosten (eds.) New Treatment for Opiate Dependence, Guilford Press, New York. van den Boogert, K. and Davidoff, N (eds.) 1999, Heroin Crisis: Key Commentators Discuss the Issues and Debate Solutions to Herion Abuse in Australia, Bookman Press, Melbourne.
Subject Hours Three hours per week for one semester.
Assessment One written assignment of 2,500 words, 60%; class presentation, 40%.

HNS5030 HEALTH PROMOTION/PREVENTION IN SUBSTANCE ABUSE
CampusFootscray Park
Prerequisite(s) Nil
Content This subject considers basic principles and practices in health promotion and prevention related to substance abuse. Current models related to health promotion and prevention principles related to harm minimisation will be considered with emphasis on the impact of substance use on individuals, families and communities. Each student will contract to develop and present a health promotion/prevention program related to substance abuse.
Required Reading To be advised by the lecturer.
Recommended Reading Ely,K. Dilemmas, decisions and directions in drug eduction. A review of drug education literature. Drug education support for schools. Labonte, R.Dr., 1997, Power, Participation and Partnership for Health Promotion. Victorian Health Promotion Foundation, Carlton. Plant, M (ed),Single, E (ed), Stockwell,T (ed) 1997. Alcohol: Minimising the harm: what works? London: Free Association Press. Burrows, C 1994. Clued up too-Helping young people with drug issue. South Melb, Australian Drug Foundation.
Subject Hours Three hours per week for one semester.
Assessment One written assignment of 2,500 words, 60%; presentation of a health education/patient education session, 40%.

HNS5040 THERAPEUTIC INTERVENTIONS
CampusFootscray Park
Prerequisite(s) Nil
Content This subject considers the skills and knowledge related to therapeutic communication with clients who have drug and alcohol problems. Counselling models related to dealing clients with substance abuse problems will be addressed, with specific focus on Motivational Interviewing. This subject has an emphasis on practical competencies for the student.
Required Reading To be advised by lecturer
Recommended Reading Kennedy,E and Charles, C. 1992. On Becoming a Counselor. A basic guide for non professional counselors. Crossroad, New York. Lockley, P. 1999. Counselling heroin and other drug users. 1999. Free Association books, London. Benshoff,J. and Janikowski, T. 2000. The Rehabilitation Model of Substance Abuse Counselling. Brooks/Cole. Australia. Miller, W.R. and Rollnick, S. 1991, Motivational Interviewing, The Guilford Press, New York. Prochaska, J., Di Clemente, C. and Norcross, J. 1992, In Search of How People Change, Applications to Addictive Behaviours, American Psychologist, September, pp. 1102-1114. Wanigaratne, S., Wallace, W., Pullin, J., Keaney, F. and Farmer, R. 1990, Relapse Prevention for Addictive Behaviours. A Manual for Therapists, Blackwell Science, London.
Subject Hours Three hours per week for one semester.
Assessment 2500 word assignment, 60%; presentation based on core skills, 40%.

HNU5001 HEALTH AND DEVELOPMENT OF THE YOUNG FAMILY
CampusSt Albans
Prerequisite(s) Nil
Content The subject is developed within a wholistic model of health and emphasises the connections between all aspects of human experience. Semester One: Principles and application of primary health. The role of the Maternal and Child Health Nurse in a culturally diverse society; development and maintenance of the therapeutic relationship; working in a multidisciplinary team; utilising the principles of community development. The well woman (pregnancy, post partum and early parenting years). Health maintenance; role transition. Determinants and processes of normal child physiological growth and development 0-6 years. Assessment skills and processes with children 0-6 years; screening tools; critical observation; documentation; referrals. Physiological growth and developmental deviations, delays and dysfunctions. Promotion and maintenance of health and well being of children and their families. Nutritional requirements of the child 0-6 years; breast feeding; formula feeding; balanced and appropriate diet. Immunisation processes. Semester Two: Theory and application of key social and behavioural models, including Erikson, Piaget, Freud, Bandura, Brazelton, Chess and Birch, Ainsworth, Caldwell etc. Separation and attachment theory. Determinants and processes of normal child psychosocial, and cognitive growth and development 0-6 years. Developmental deviations, delays and dysfunctions. Family dynamics; assessment and support. Parenting skills. Sexuality. Interventions for families and groups with special needs, including NESB, single parents; children with developmental delays and/or disability; post partum depression; family dysfunction.
Required Reading Broom, B. Ingalls, A. Novak, J. Salerno, M. (1999) Maternal and Child Nursing, 9th edn. Saint Loiuis, MO.: Mosby. Commonwealth Department of Health and Aged Care (2001) Immunisation Myths and Realities: Responding to Arguments Against Immunisation- A Guide For Providers, 3rd Edn. Canberra: Author. Green, M. Palfrey, J. (2000) Bright Futures: Guidelines for Health Supervision of Infants, Children and Adolescence. Arlington, VA.: National Center for Education in Maternal and Child Health. Health and Community Services (2000) Maternal and Child Health Program Resource Guide 2000-2001. Melbourne: Victorian Government Department of Human Services. Maternal and Child Health Nurses, Special Interest Group, Australian Nursing Federation (Victorian Branch). (1999). Standards of Professional Practice for Maternal and Child Health Nurses. Melbourne: Allegro Press. Victorian Government. (1993) Children and Young Person's (Further Amendment) Act 1993. Wyly, M. (1997). Infant Assessment. Boulder, CO. Westview Press.
Recommended Reading Chicchetti, D. Rappaport, J. Sandler, I. Weissberg, R. (2000) The promotion of Wellness in Children and Adolescents. Washington, DC: Child Welfare League. Craig, W. (2000) Childhood Social Development. Malden, Mass.: Blackwell. Goldberg, S. (2000) Attachment and Development. London: Arnold. Kagan, R. (1996) Turmoil to Turning Points: Building Hope for Children in Crisis Placements. London: W W Norton. McCain, M. and Mustard, J. (1999) Reversing the Real Brain Drain: Early Years Study. Final Report. Toronto: Children's Secretriat, Publications Ontario. Murray Thomas, R. (2000) Comparing Theories of Child Development, 5th edn. Belmont, Ca.: Wadsworth. Perry, B. (1998) Maltreated Children: Experience, Brain Development and the Next Generation. London: W W Norton. Placksin, S. (2000) Mothering the New Mother: Women's Feelings and Needs After Childbirth: A Support and Resource Guide, 2nd edn. New York: Newmarket. Riordan, J. (1999) Breastfeeding and Human Lactation, 2nd edn. Boston: Jones and Bartlett. Thureen, P. Deacon, J. O'Neill, P. Hernandez, J. (1999) Assessment and Care of the Well Newborn. Sydney, W.B. Saunders. Wright, L. Leahey, M. (1999) Nurses and Families: A Guide to Family Assessment and Interventio, 3rd. edn. Philadelphia: Davis, F. A. Co.
Subject Hours Semester One: The equivalent of 39 hours, comprising lectures, tutorials, workshops and seminars plus 100 hours of professional practice fieldwork. Semester Two: The equivalent of 39 hours, comprising lectures, tutorials, workshops and seminars plus 100 hours of professional practice fieldwork.
Assessment Semester One: 1 x two hour examination (60%); assignment of 3000 words (40%); professional practice. Fieldwork report hurdle requirement. Semester Two: 1 x two hour examination (60%); assignment of 3000 words (40%); professional practice. Fieldwork report hurdle requirement.

HNU5002 HEALTH AND DEVELOPMENT IN CHILDHOOD AND ADOLESCENCE
CampusSt Albans
Prerequisite(s) Nil
Content Semester One: The subject is developed within a holistic model of health and emphasises the connections between all aspects of human experience. Principles and application of primary health care and community development within the school and community. The role of the Public Health Nurse in a culturally diverse society. Development and maintenance of the therapeutic relationship, including issues related to the multidisciplinary team. The well young person: determinants and processes of normal psychosocial and physiological growth and development from six to eighteen years. assessment skills and processes with young people, including screening tools, critical observation, documentation and referrals. Immunisation issues within the school and wider community. Semester Two: Role transition to adolescence and adulthood: relationships; individuation. Sexualities. Promotion and maintenance of health and well being of young people and their families in a range of community settings, including rural locations. Mental health issues. Developmental deviations, delays and dysfunctions. Social issues of concern, including child abuse, substance abuse, early school leavers, youth unemployment. Building healthy school communities; ethical, legal and political issues within the school community. Leadership, roles and relationships within a multidisciplinary team.
Required Reading Department of Human Services. (1998) Health of Young Victorians. Melbourne: Public Health and Development, Victorian Government. Junn, E. Boyatzis, C. (2000) Child Growth and Development. Maidenhead, Berks.: McGraw-Hill. McCain, M. and Mustard, J. (1999) Reversing the Real Brain Drain: Early Years Study. Final Report. Toronto: Children's Secretariat, Publications Ontario. World Health Organisation. (1997) Promoting Health Through Schools: Report of a WHO Expert Committee on Comprehensive School Health Education and Promotion. Geneva: WHO. Wright, L. and Leahey, M. (1999) Nurses and Families: A Guide to Family Assessment and Intervention, 3rd edn. Philadelphia: Davis, F. A. Co. Victorian Government. (1993) Children and Young Person's (Further Amendment) Act 1993.
Recommended Reading Chicchetti, D. Rappaport, J. Sandler, I. and Weissberg, R. (2000) The Promotion of Wellness in Children and Adolescents. Washington, DC: Child Welfare League. Cobb, N. (2000) Adolescence, Continuity, Changes and Diversity. Mayfield Publishing Co. Court, J. (1995) You and your Teenager. Pymble, NSW.: Angus and Robertson. Craig, W. (2000) Childhood Social Development. Malden, Mass.: Blackwell. Dryfoos, J. (2000) Safe Passage: Making It Through Adolescence in a Risky Society: What Parents, Schools and Communities Can Do. Oxford: Oxford University Press. Fuller, A. (2000) Raising Real People: A Guide for Parents of Teenagers. Camberwell, Vic.: ACER. Green, M. Palfrey, J. (2000) Bright Futures: Guidelines for Health Supervision of Infants, Children and Adolescence. Arlington, VA.: National Center for Education in Maternal and Child Health. Howard, J. (1998) Bringing Up Boys: A Parenting Manual for Sole Mothers Raising Sons. Camberwell, Vic.: ACER. Lew, A. (1996) A Parent's Guide to Understanding and Motivating Children. Newton Center, MA.: Connexions Press. Micheletto, G. (1992) Sexuality in Context: Integrated Units for Grades 4-6. Mount Waverley: Dellastra. Murray Thomas, R. (2000) Comparing Theories of Child Development. Belmont, Ca.: Wadsworth. Pillitteri, A. (1999) Child Health Nursing: Care of the Child and the Family. Philadelphia: Lippincott Williams & Wilkins. Rigby, K. (1996) Bullying in Schools and What to Do about It. Camberwell: ACER.
Subject Hours Semester One: The equivalent of 39 hours, comprising lectures, tutorials, workshops and seminars plus 100 hours or the equivalent of one day per week for 13 weeks mandatory professional practice fieldwork. Semester Two: The equivalent of 39 hours, comprising lectures, tutorials, workshops and seminars plus 100 hours or the equivalent of one day per week for 13 weeks mandatory professional practice fieldwork.
Assessment Semester One: 1 x two hour examination (60%); assignment of 3000 words (40%); professional practice. Fieldwork report hurdle requirement. Semester Two: 1 x two hour examination (60%); assignment of 3000 words (40%); professional practice. Fieldwork report hurdle requirement.

HNU5003 PSYCHOSOCIAL ISSUES OF THE FAMILY
CampusSt Albans
Prerequisite(s) Nil
Content This subject takes a lifespan perspective of family development and considers intergenerational and cross-cultural issues as these impact on the health and well being of individual family members including: Foundations of family development and models of assessment; Parent-child interactions, positive parenting to neglect and maltreatment; Making and breaking partnerships; Making families - biopsychosocial and cultural influences; Stress in families and in parenting roles and intergenerational issues; Mental health/illness in families; Families coping with disabilities; Family relationships and infants and preschoolers; Family relationships with school-aged and adolescent children; Family lifestyles combining parenthood and employment.
Required Reading Sarantakos, S. (1996) Modern Families: an Australian text. Macmillan. Weeks, W & Wilson, J. (1995) Issues Facing Australian Families. Longman Australia.
Recommended Reading Haggerty, R. J.; Sherrod, L. R.; Garmezy, N. & Rutter, M. (1995) Stress, Risk and Resilience in Children and Adolescents. Longman Australia. Gotlib, Ian & Wheaton, Blair (Eds.) Stress and Adversity Over the Life Course: Trajectories and Turning Points. NHMRC (1997). Depression in Young People. Clinical Practice Guidelines. Neurological, Psychiatric and Developmental Disorders. Institute of Medicine. Pryor, J. & Rodgers B. (2001). Children in Changing Families: life after parental separation. Blackwell. Women's Mental Health: An Evidence Based Review. World Health Org, Geneva. URLs: www.aifs.org.au www.aihw.org.au
Subject Hours Three hours per week for one semester comprising one two-hour structured teaching-learning session and one hour workshop/group discussion/guided learning.
Assessment Class presentation (35%); written assignment (65%).