Recommended Study Sequence

The unit introduces students to professional issues, history and the philosophy in health sciences: health promotion, health service management and therapeutic recreation. Theories and key concepts of health promotion, health service management, social health and therapeutic recreation are introduced. Students will be introduced to an understanding of human development and the health science processes. Students will examine how human growth and development influences development of socio-economic, cultural, gender, environmental, health science issues. Students will begin an electronic portfolio to help them take more control over their education and assist students to make connections with their learning experiences while building critical and reflective skills.

This unit gives a basic understanding of the human body and introduces the scientific and medical terminology used for anatomy, physiology and biochemistry. It deals with gross structure and microscopic structure of the human body. It also examines microbial organisms, their classification, how they differ from eukaryotic cells and how our body defends against them. Where appropriate, examples of functional diseases will be discussed.

Australian Society is currently facing critical challenges in the areas of mental health, nutrition and physical activity. This unit examines the interdependence between these areas, and how the personal and sociocultural health issues can be addressed in a pro-active, holistic and sensitive manner. Completion of a child protection awareness training program and senior first aid qualification is required and will be at student’s own expense, in own time.

This Unit introduces students to understandings about the nature of health through history and across cultures as well as to current conceptions regarding the various determinants of health and illness. Types of health issues encountered nationally and globally are considered, and used to provide an introduction to basic concepts of epidemiology.

This is a flexible learning unit and deals with foundational concepts and issues relating to public health. The philosophical and historical development and the role of public health in Australia are examined, as are policies and principles that govern and inform practice. Emphasis is placed on understanding health issues and concerns in Greater Western Sydney Region as well as on national and international contexts of population health. The unit draws on current and emerging practical situations to highlight the dynamic yet continuing legacy of public health. There is a need to visit a public health unit for consultation purposes.

Whereas health is commonly understood in terms of objective signs and symptoms (or their absence), wellbeing emphasizes subjective experience in the context of social and environmental factors that may support or impede a personal sense of wellbeing. This unit approaches wellbeing through a self-investigatory and reflective model that seeks to integrate systemic analysis of the individual, social, emotional, environmental and spiritual aspects of health and wellbeing in a personally meaningful way. Consideration of how issues of social justice and equity have differential impacts on both individuals and communities, and develop frameworks for taking personal and social action to enhance wellbeing.

This unit introduces some of the core concepts, models, theories and methods of inquiry in psychology as they apply to health. Assumptions of human behaviour are examined, showing how these assumptions form the four foundational models of psychology. Those models being psychobiological, learning, cognitive and social. The application of these models to issues of development, personality, motivation and clinical applications allows students to address health topics such as stress, resilience and coping, smoking, eating disorders, disability and health practices.

This unit lays down broad foundations of research as used in various disciplines of health sciences, including health and well-being, physical fitness, physical activity, and nutrition. The aim is to create an overall understanding of the significance of research in the students’ fields of endeavour. It is designed to introduce the student to foundational concepts and principles in quantitative and qualitative research methods and to explore the complementary role of research paradigms as they underpin the quest for knowledge in the health sciences. It will also address essential research themes such as epidemiology research, validity, reliability, and research ethics.

Health promotion is a process that seeks to enable individuals, communities and populations to increase control over their health by addressing the determinants of health, resulting in improved health outcomes. Theoretical underpinnings of health promotion are explored, factors enhancing and limiting activity reviewed and the levels of health promoting actions demonstrated. Health promotion competencies including conducting a needs analysis, planning and evaluating an intervention are explored. Satisfactory completion of OH&S for student placements is a requirement.

This unit will explore essential elements of quantitative research methods as used in health sciences. It will prepare students for the planning, designing, conducting, evaluating and reporting of a research project. The most common research designs will be examined for their relative strengths and weaknesses, with particular emphasis on how these will have an impact on interpretation and conclusion of the study. It will also introduce basic concepts in epidemiology and biostatistics as well as in using SPSS to analyse and interpret data. The overall aim is to provide skills in designing and evaluating research studies in health sciences.

The tools of economic appraisal and decision making permeate all aspect of modern life. Reliance on economic analysis is highly evident in contemporary health care systems. The funding and provision of health care/services is continuingly changing and subject to ever increasing demand for limited and finite resources. The unit explores, examines and reviews the impact these limitations have on selected health care systems. Students are encouraged to research and examine their own and other health care systems and investigate the differences in access, equity, and efficiency. Practical, contemporary and applied case studies/examples are continuously utilised and students are encouraged to channel the knowledge gained into key areas of interest at the macro and micro level.

The Australian health care system is highly complex, consisting of inter-related sub-systems and is influenced by the broader socio-political environment. It is essential that health professionals understand and consider the economic, political and social context within which health policy and planning occur, so that strategies and policies are developed which are economically and politically viable, as well as socially acceptable and responsive to the actual needs of the community. This unit aims to develop an understanding of the policy making and planning processes within this broad context and to introduce the theory and skills related to such activities.

Injury Prevention is a National Health Priority. Injury is the preferred term rather than ‘accident’ with its connotations of inevitability and lack of apparent cause, to allow development of inter-disciplinary prevention initiatives. A systematic scientific approach to injury research and prevention is in evidence for road and occupational safety, backed by well resourced implementation structures. Other settings/sectors include sport, recreation, falls, firearms, farm, product and water safety, which are also seeing the benefits of injury prevention principles, which include health promotion issue analysis and strategic hierarchical implementation strategies using the 4Es of education, enforcement, engineering and environment.

This unit builds on the knowledge gained in Essentials of Health Promotion. It provides the opportunity to apply health promotion theory to practical projects in the field related to current population health priorities, through 140 hours placement experience. It examines a range of political, social and economic issues and the way in which they impact on current health promotion practice. Working intersectorally, building capacity and applying best practice guidelines in the implementation of quality health promotion interventions is examined.

This unit applies the theoretical concepts introduced in the unit, Health Politics, Policy and Planning namely the conduct of a health review, needs analysis, priority determination, and strategic planning. The emphasis is on group experiential learning, developing analytical skills required for comprehensive assessment, planning, implementation and evaluation of health plans. The topics are selected from current health priority issues and represent a realistic exercise. Students, functioning as a working party, develop knowledge and skills in negotiation, group work, committee structure and functioning, consultation and research processes, planning process and report writing.

This unit builds on the knowledge gained in Health Promotion Practice through web based teaching and 140 hours placement in the field. It provides the opportunity to develop higher order health promotion skills with practical projects in the field related to current population health priorities. It also examines community development strategies, capacity building approaches, social marketing and media through involvement in an extended placement. Furthermore, students gain project management skills.

This unit enables students to explore and develop an understanding of the ethical and legal issues important within contemporary health care. Through the use of case studies students will analyse profound ethical and legal challenges facing current health care that are equally important to health professionals, consumers and society generally. Additionally, students studying to work within health care, including as complementary health practitioners will develop a comprehensive understanding of the requirements for ensuring that their practice conforms to legal doctrines and ethical standards.

This unit is designed to assist students to make the transition from undergraduate student life to professional life. The student centred learning approach used in this unit enables students to focus their own learning styles and personal capabilities. Students will explore the strengths and weaknesses of their own learning styles and develop strategies to strengthen their personal learning and teaching capabilities for use as professionals. A structure for developing professional performance will be introduced that includes: management skills, interpersonal skills, problem solving skills, project and procedure skills, personal growth, development and socialisation and education roles. Students will participate in hands –on instructor led sessions, through the E-portfolio project to reflect on and connect academic experiences with their life to anticipated graduate capability

The unit introduces students to professional issues, history and the philosophy in health sciences: health promotion, health service management and therapeutic recreation. Theories and key concepts of health promotion, health service management, social health and therapeutic recreation are introduced. Students will be introduced to an understanding of human development and the health science processes. Students will examine how human growth and development influences development of socio-economic, cultural, gender, environmental, health science issues. Students will begin an electronic portfolio to help them take more control over their education and assist students to make connections with their learning experiences while building critical and reflective skills.

This unit gives a basic understanding of the human body and introduces the scientific and medical terminology used for anatomy, physiology and biochemistry. It deals with gross structure and microscopic structure of the human body. It also examines microbial organisms, their classification, how they differ from eukaryotic cells and how our body defends against them. Where appropriate, examples of functional diseases will be discussed.

Australian Society is currently facing critical challenges in the areas of mental health, nutrition and physical activity. This unit examines the interdependence between these areas, and how the personal and sociocultural health issues can be addressed in a pro-active, holistic and sensitive manner. Completion of a child protection awareness training program and senior first aid qualification is required and will be at student’s own expense, in own time.

This Unit introduces students to understandings about the nature of health through history and across cultures as well as to current conceptions regarding the various determinants of health and illness. Types of health issues encountered nationally and globally are considered, and used to provide an introduction to basic concepts of epidemiology.

The health workplace is a complex and sophisticated environment that can be understood in many different ways and mean different things to different members of an organisation. Assumptions about organisational structure and action are based on one’s conceptualisations and beliefs about the nature and goals of an organisation. This unit aims to develop an understanding of organisational theory and its application to management practice and organizational analysis in the health arena.

Whereas health is commonly understood in terms of objective signs and symptoms (or their absence), wellbeing emphasizes subjective experience in the context of social and environmental factors that may support or impede a personal sense of wellbeing. This unit approaches wellbeing through a self-investigatory and reflective model that seeks to integrate systemic analysis of the individual, social, emotional, environmental and spiritual aspects of health and wellbeing in a personally meaningful way. Consideration of how issues of social justice and equity have differential impacts on both individuals and communities, and develop frameworks for taking personal and social action to enhance wellbeing.

This unit lays down broad foundations of research as used in various disciplines of health sciences, including health and well-being, physical fitness, physical activity, and nutrition. The aim is to create an overall understanding of the significance of research in the students’ fields of endeavour. It is designed to introduce the student to foundational concepts and principles in quantitative and qualitative research methods and to explore the complementary role of research paradigms as they underpin the quest for knowledge in the health sciences. It will also address essential research themes such as epidemiology research, validity, reliability, and research ethics.

This unit introduces some of the core concepts, models, theories and methods of inquiry in psychology as they apply to health. Assumptions of human behaviour are examined, showing how these assumptions form the four foundational models of psychology. Those models being psychobiological, learning, cognitive and social. The application of these models to issues of development, personality, motivation and clinical applications allows students to address health topics such as stress, resilience and coping, smoking, eating disorders, disability and health practices.

Health promotion is a process that seeks to enable individuals, communities and populations to increase control over their health by addressing the determinants of health, resulting in improved health outcomes. Theoretical underpinnings of health promotion are explored, factors enhancing and limiting activity reviewed and the levels of health promoting actions demonstrated. Health promotion competencies including conducting a needs analysis, planning and evaluating an intervention are explored. Satisfactory completion of OH&S for student placements is a requirement.

This unit will explore essential elements of quantitative research methods as used in health sciences. It will prepare students for the planning, designing, conducting, evaluating and reporting of a research project. The most common research designs will be examined for their relative strengths and weaknesses, with particular emphasis on how these will have an impact on interpretation and conclusion of the study. It will also introduce basic concepts in epidemiology and biostatistics as well as in using SPSS to analyse and interpret data. The overall aim is to provide skills in designing and evaluating research studies in health sciences.

The tools of economic appraisal and decision making permeate all aspect of modern life. Reliance on economic analysis is highly evident in contemporary health care systems. The funding and provision of health care/services is continuingly changing and subject to ever increasing demand for limited and finite resources. The unit explores, examines and reviews the impact these limitations have on selected health care systems. Students are encouraged to research and examine their own and other health care systems and investigate the differences in access, equity, and efficiency. Practical, contemporary and applied case studies/examples are continuously utilised and students are encouraged to channel the knowledge gained into key areas of interest at the macro and micro level.

The Australian health care system is highly complex, consisting of inter-related sub-systems and is influenced by the broader socio-political environment. It is essential that health professionals understand and consider the economic, political and social context within which health policy and planning occur, so that strategies and policies are developed which are economically and politically viable, as well as socially acceptable and responsive to the actual needs of the community. This unit aims to develop an understanding of the policy making and planning processes within this broad context and to introduce the theory and skills related to such activities.

This is a flexible learning unit looking at HRM as a strategic activity of health organisations especially as workforce shortages pose significant challenges to the health and aged care sectors. The workforce, with appropriate knowledge and expertise, is essential to the efficient and effective delivery of quality health services. Successful organisations shape their workforce to anticipate current and future business directions and goals. Workforce planning is a crucial element of this approach and its success.

The unit begins with an overview of the complexity and variability of health services and provides an understanding of component organisations, federal and state policy issues and environmental factors including the role of the private sector and non-government organisations. The changing role of the health services manager and competencies required for effective managing are examined. Influences on organisations are reviewed, including structures, culture, power and politics. Various management functions are explored through 140 hours of placement e.g. strategic planning, performance management, people management including workplace relations, conflict resolution, resource management (financial and asset), risk management, OH&S and quality assurance.

This unit applies the theoretical concepts introduced in the unit, Health Politics, Policy and Planning namely the conduct of a health review, needs analysis, priority determination, and strategic planning. The emphasis is on group experiential learning, developing analytical skills required for comprehensive assessment, planning, implementation and evaluation of health plans. The topics are selected from current health priority issues and represent a realistic exercise. Students, functioning as a working party, develop knowledge and skills in negotiation, group work, committee structure and functioning, consultation and research processes, planning process and report writing.

This unit enables students to explore and develop an understanding of the ethical and legal issues important within contemporary health care. Through the use of case studies students will analyse profound ethical and legal challenges facing current health care that are equally important to health professionals, consumers and society generally. Additionally, students studying to work within health care, including as complementary health practitioners will develop a comprehensive understanding of the requirements for ensuring that their practice conforms to legal doctrines and ethical standards.

The Australian health care system must account for use of resources, and ensure their equitable and efficient use. Increasingly devolution of management function to cost centre level in health care organisations is occurring. Managers must consider the financial implications of clinical decisions, understand and act on accounting information. They are held responsible for the financial outcomes of their activities. This unit develops a basic knowledge of accounting principles, health services funding arrangements, government reforms, financial reporting, preparation of budgets, business cases and economic appraisals. There are 140 hours of placement in the field working with health managers on financial issues.

This unit is designed to assist students to make the transition from undergraduate student life to professional life. The student centred learning approach used in this unit enables students to focus their own learning styles and personal capabilities. Students will explore the strengths and weaknesses of their own learning styles and develop strategies to strengthen their personal learning and teaching capabilities for use as professionals. A structure for developing professional performance will be introduced that includes: management skills, interpersonal skills, problem solving skills, project and procedure skills, personal growth, development and socialisation and education roles. Students will participate in hands –on instructor led sessions, through the E-portfolio project to reflect on and connect academic experiences with their life to anticipated graduate capability

The unit introduces students to professional issues, history and the philosophy in health sciences: health promotion, health service management and therapeutic recreation. Theories and key concepts of health promotion, health service management, social health and therapeutic recreation are introduced. Students will be introduced to an understanding of human development and the health science processes. Students will examine how human growth and development influences development of socio-economic, cultural, gender, environmental, health science issues. Students will begin an electronic portfolio to help them take more control over their education and assist students to make connections with their learning experiences while building critical and reflective skills.

This unit gives a basic understanding of the human body and introduces the scientific and medical terminology used for anatomy, physiology and biochemistry. It deals with gross structure and microscopic structure of the human body. It also examines microbial organisms, their classification, how they differ from eukaryotic cells and how our body defends against them. Where appropriate, examples of functional diseases will be discussed.

Australian Society is currently facing critical challenges in the areas of mental health, nutrition and physical activity. This unit examines the interdependence between these areas, and how the personal and sociocultural health issues can be addressed in a pro-active, holistic and sensitive manner. Completion of a child protection awareness training program and senior first aid qualification is required and will be at student’s own expense, in own time.

This Unit introduces students to understandings about the nature of health through history and across cultures as well as to current conceptions regarding the various determinants of health and illness. Types of health issues encountered nationally and globally are considered, and used to provide an introduction to basic concepts of epidemiology.

Whereas health is commonly understood in terms of objective signs and symptoms (or their absence), wellbeing emphasizes subjective experience in the context of social and environmental factors that may support or impede a personal sense of wellbeing. This unit approaches wellbeing through a self-investigatory and reflective model that seeks to integrate systemic analysis of the individual, social, emotional, environmental and spiritual aspects of health and wellbeing in a personally meaningful way. Consideration of how issues of social justice and equity have differential impacts on both individuals and communities, and develop frameworks for taking personal and social action to enhance wellbeing.

This unit introduces some of the core concepts, models, theories and methods of inquiry in psychology as they apply to health. Assumptions of human behaviour are examined, showing how these assumptions form the four foundational models of psychology. Those models being psychobiological, learning, cognitive and social. The application of these models to issues of development, personality, motivation and clinical applications allows students to address health topics such as stress, resilience and coping, smoking, eating disorders, disability and health practices.

This unit lays down broad foundations of research as used in various disciplines of health sciences, including health and well-being, physical fitness, physical activity, and nutrition. The aim is to create an overall understanding of the significance of research in the students’ fields of endeavour. It is designed to introduce the student to foundational concepts and principles in quantitative and qualitative research methods and to explore the complementary role of research paradigms as they underpin the quest for knowledge in the health sciences. It will also address essential research themes such as epidemiology research, validity, reliability, and research ethics.

Health promotion is a process that seeks to enable individuals, communities and populations to increase control over their health by addressing the determinants of health, resulting in improved health outcomes. Theoretical underpinnings of health promotion are explored, factors enhancing and limiting activity reviewed and the levels of health promoting actions demonstrated. Health promotion competencies including conducting a needs analysis, planning and evaluating an intervention are explored. Satisfactory completion of OH&S for student placements is a requirement.

The tools of economic appraisal and decision making permeate all aspect of modern life. Reliance on economic analysis is highly evident in contemporary health care systems. The funding and provision of health care/services is continuingly changing and subject to ever increasing demand for limited and finite resources. The unit explores, examines and reviews the impact these limitations have on selected health care systems. Students are encouraged to research and examine their own and other health care systems and investigate the differences in access, equity, and efficiency. Practical, contemporary and applied case studies/examples are continuously utilised and students are encouraged to channel the knowledge gained into key areas of interest at the macro and micro level.

The Humanitarian and Peace Studies Specialisation focuses upon the inequities of power, wealth and opportunity, and the results of conflicts both local and international. These inequities and conflicts result in marginalization and suffering of minority groups. This unit is the Capstone Unit in this major and considers the nature of inequalities as they manifest in both social and work environments. The focus is upon developing programs of redress for these inequalities and strategies for peaceful resolutions.

This unit is designed to assist students to make the transition from undergraduate student life to professional life. The student centred learning approach used in this unit enables students to focus their own learning styles and personal capabilities. Students will explore the strengths and weaknesses of their own learning styles and develop strategies to strengthen their personal learning and teaching capabilities for use as professionals. A structure for developing professional performance will be introduced that includes: management skills, interpersonal skills, problem solving skills, project and procedure skills, personal growth, development and socialisation and education roles. Students will participate in hands –on instructor led sessions, through the E-portfolio project to reflect on and connect academic experiences with their life to anticipated graduate capability

Using contemporary and historical sociologies we will explore notions of gender, the body, sex and the self in a variety of social and cultural spheres and at different stages of life. The unit moves beyond patriarchy to explore intersections of, for example, class, race/ethnicity and gender - locally and globally. This unit’s main focus is on the question: What is the nature of gender relations today and what changes are desirable and possible?

The use of alcohol and other drugs is a highly controversial issue within the community. Most people use drugs of some kind yet particular drugs are demonised. This unit acquaints students with the complexity of studying alcohol and drug misuse from both an individual and a social perspective. Contemporary patterns of alcohol and drug use are initially placed within a structural, cultural and historical perspective and various conflicting approaches to the definition and consequent management of problematic drug use and drug dependence are studied. Distinctions among the various levels of problematic use are introduced and questions of basic pharmacology motivations for drug use and theories of dependence are examined.This subject aims to explore the discourses surrounding drugs as well as the reasons for drug use and forms of dependence. Students will also critically examine different kinds of policy and therapeutic practice within the drug field.

This unit is designed to expand student’s understanding of the relationship between society, family life and people’s experiences of health, leisure and fitness. The unit provides the opportunity for students to explore the role of the family as a social institution and examining its importance in the development of identity, the reproduction of social structure & culture and in the experience of health, illness & leisure. Central to this unit is the notion that the family occurs in and is impacted upon by a variety of social, cultural and historical contexts. The unit develops these themes from a sociological perspective and students are actively involved in exploring these issues.

Childhood is something we all experience yet few of us understand. This unit provides the opportunity for students to develop concepts, theories and issues from within the sociology of childhood and from the social sciences by examining a range of life course themes and experiences of childhood (including adolescence). Central to the unit is the notion that childhood is an individual experience that occurs in and is impacted upon by a variety of social, cultural and historical contexts, which are negotiated through the sense of self fostered in childhood. The subject critically explores a variety of topics of relevance to understanding childhood in the 21st century. This unit aims to explore the dominant discourses of childhood (eg developmental and socialisation theories) and their impact on the lives of children.

The Humanitarian and Peace Studies Specialisation focuses upon the inequities of power, wealth and opportunity, and the results of conflicts both local and international. These inequities and conflicts result in marginalization and suffering of minority groups. This unit is the Capstone Unit in this major and considers the nature of inequalities as they manifest in both social and work environments. The focus is upon developing programs of redress for these inequalities and strategies for peaceful resolutions.

This unit introduces students to the central concepts, theories and methodologies of sociology, and demonstrates the ways in which sociological thought contributes to a systematic and critical understanding of contemporary society. The unit draws upon case studies from Australia and other societies.

Personality theory is integrally linked to notions of health and illness. Not only can personality theory be applied in health settings, but also many of our ideas about personality are actually derived from working with people with various forms of illness. Through an exploration of some psychological approaches to the mind-body connection, the subject provides an overview of personality theories, with a specific focus on some contemporary issues.

This unit introduces students to theories and methods in the study of the mind, body and emotions in social science. It employs the study of multi-disciplinary work from psychology, sociology and philosophy as ways of understanding the links, relationship and interactions between the self and society in illness, disability and health. This unit has special relevance for health and community workers, assisting them to develop their understanding of the dynamics and politics of health, illness and care.

This unit aims to make the study of statistics meaningful to students by presenting them in the context of a social issue. It provides students with a critical understanding of the theory and practice of statistical research without complex mathematics. The lectures will examine theoretical, philosophical and social power issues related to the production and usage of statistics. The workshops will allow the students to develop a basic capacity to produce, use and manipulate statistical data.

The purpose of this unit is for students to develop an understanding of power as an interaction between historical, economic, structural and individual contingencies that impinge upon and affect decision-making processes. Within organizations and the broader social environment, the processes by which decisions are made can range on a spectrum from clear to vague and sometimes, seemingly, random or even non-existent. Recognition of the strategic contingencies within a situation and their interactions enables identification of the dynamics and processes of decision-making. Applying this knowledge to corporate and social situations will enable students to identify the political machinations that result in decisions that have lead to corporate successes and failures and social gains and losses.

This unit provides the opportunity for students to develop concepts, theories and issues from sociology, critical psychology, and the social sciences by examining a range of life course themes and the experiences of ageing and adult life. Central to the unit is the notion that the experiences of adult life are individual yet occur in and are impacted upon by a variety of social, cultural & historical contexts. The unit critically explores a variety of topics of relevance to understanding adulthood in the 21st century. This unit aims to explore the dominant discourses of ageing and their impact on adult lives.

Methods in critical qualitative research deals with research methodologies and skills in a way which challenges the idea that there is a divide between theory and practice, between debates conducted on the pages of academic journals and those which emerge in mainstream media or in the workplace. This unit creatively explores a number of different methods that social researchers use to conduct their research. Students will also have the opportunity to conduct a research project on a topic of their choice.

The unit introduces students to professional issues, history and the philosophy in health sciences: health promotion, health service management and therapeutic recreation. Theories and key concepts of health promotion, health service management, social health and therapeutic recreation are introduced. Students will be introduced to an understanding of human development and the health science processes. Students will examine how human growth and development influences development of socio-economic, cultural, gender, environmental, health science issues. Students will begin an electronic portfolio to help them take more control over their education and assist students to make connections with their learning experiences while building critical and reflective skills.

This unit gives a basic understanding of the human body and introduces the scientific and medical terminology used for anatomy, physiology and biochemistry. It deals with gross structure and microscopic structure of the human body. It also examines microbial organisms, their classification, how they differ from eukaryotic cells and how our body defends against them. Where appropriate, examples of functional diseases will be discussed.

Australian Society is currently facing critical challenges in the areas of mental health, nutrition and physical activity. This unit examines the interdependence between these areas, and how the personal and sociocultural health issues can be addressed in a pro-active, holistic and sensitive manner. Completion of a child protection awareness training program and senior first aid qualification is required and will be at student’s own expense, in own time.

This Unit introduces students to understandings about the nature of health through history and across cultures as well as to current conceptions regarding the various determinants of health and illness. Types of health issues encountered nationally and globally are considered, and used to provide an introduction to basic concepts of epidemiology.

Whereas health is commonly understood in terms of objective signs and symptoms (or their absence), wellbeing emphasizes subjective experience in the context of social and environmental factors that may support or impede a personal sense of wellbeing. This unit approaches wellbeing through a self-investigatory and reflective model that seeks to integrate systemic analysis of the individual, social, emotional, environmental and spiritual aspects of health and wellbeing in a personally meaningful way. Consideration of how issues of social justice and equity have differential impacts on both individuals and communities, and develop frameworks for taking personal and social action to enhance wellbeing.

This unit introduces some of the core concepts, models, theories and methods of inquiry in psychology as they apply to health. Assumptions of human behaviour are examined, showing how these assumptions form the four foundational models of psychology. Those models being psychobiological, learning, cognitive and social. The application of these models to issues of development, personality, motivation and clinical applications allows students to address health topics such as stress, resilience and coping, smoking, eating disorders, disability and health practices.

This unit lays down broad foundations of research as used in various disciplines of health sciences, including health and well-being, physical fitness, physical activity, and nutrition. The aim is to create an overall understanding of the significance of research in the students’ fields of endeavour. It is designed to introduce the student to foundational concepts and principles in quantitative and qualitative research methods and to explore the complementary role of research paradigms as they underpin the quest for knowledge in the health sciences. It will also address essential research themes such as epidemiology research, validity, reliability, and research ethics.

This unit uses a multidisciplinary approach to explore the different meanings of leisure and recreation. It explores the social psychology of leisure and recreation in addition to the principles and processes of leisure education and leisure counselling. This unit provides the knowledge base that underpins the practical skills of leisure and recreation assessment, program planning and evaluation for a variety of client groups.

Health promotion is a process that seeks to enable individuals, communities and populations to increase control over their health by addressing the determinants of health, resulting in improved health outcomes. Theoretical underpinnings of health promotion are explored, factors enhancing and limiting activity reviewed and the levels of health promoting actions demonstrated. Health promotion competencies including conducting a needs analysis, planning and evaluating an intervention are explored. Satisfactory completion of OH&S for student placements is a requirement.

This unit will explore essential elements of quantitative research methods as used in health sciences. It will prepare students for the planning, designing, conducting, evaluating and reporting of a research project. The most common research designs will be examined for their relative strengths and weaknesses, with particular emphasis on how these will have an impact on interpretation and conclusion of the study. It will also introduce basic concepts in epidemiology and biostatistics as well as in using SPSS to analyse and interpret data. The overall aim is to provide skills in designing and evaluating research studies in health sciences.

The tools of economic appraisal and decision making permeate all aspect of modern life. Reliance on economic analysis is highly evident in contemporary health care systems. The funding and provision of health care/services is continuingly changing and subject to ever increasing demand for limited and finite resources. The unit explores, examines and reviews the impact these limitations have on selected health care systems. Students are encouraged to research and examine their own and other health care systems and investigate the differences in access, equity, and efficiency. Practical, contemporary and applied case studies/examples are continuously utilised and students are encouraged to channel the knowledge gained into key areas of interest at the macro and micro level.

This unit provides students with the opportunity to apply theoretical and practical knowledge and skills gained in the course to develop their practice and professional behaviours in a therapeutic recreation workplace setting.

This unit provides the student with an understanding of current trends underlying policies and services in the aged care and disability industry, which will help them to understand the dynamics of the changing aged care and disability service sector. Students will examine the strategic environments of aged care and disability to develop global and national perspectives, identify drivers of change and development, and the major players in aged care and disability policies. Students will develop an understanding of the aged care and disability competencies and determinants of well-being for aged and disabled persons, which can be used in their future roles in the health industry. Through reflections on practice in aged care and disability , students will develop an individual approach to aged care and disability service issues which they can use in the future as health care professionals.

This unit provides students with the opportunity to experience the practice of therapeutic recreation/ diversional therapy through supervised needs assessment, problem identification, program planning, implementation and evaluation in a range of distinct therapeutic service setting. Identify and provide services for people from special populations such as culturally and linguistically diverse (CALD), refugees and trauma victims, indigenous people, older people, people with learning problems and high risk populations. Students are to explore the advocacy and support needs of the clients receiving services. Students will explore issues related to quality supervision and their own learning styles as they develop learning contracts to be used in the workplace learning setting.

In this unit students will explore leisure education that is used in a broad range of service industries that focus on the development and acquisition of a range of leisure, recreation and programming related skills, knowledge and attitudes. Students will develop a philosophical approach to leisure and recreation and skills in communication and facilitation strategies to enable them to use appropriate decision-making processes in developing recreation programs for a range of people across the lifespan. Students will utilise a variety of leisure,recreation and tourism resources to develop recreation programs that will assist in enhancing the lifestyle opportunities and leisure experiences for the client populations they serve.

This unit enables students to explore and develop an understanding of the ethical and legal issues important within contemporary health care. Through the use of case studies students will analyse profound ethical and legal challenges facing current health care that are equally important to health professionals, consumers and society generally. Additionally, students studying to work within health care, including as complementary health practitioners will develop a comprehensive understanding of the requirements for ensuring that their practice conforms to legal doctrines and ethical standards.

The aim of this unit is for students to apply their knowledge of professional theory, practice, research and evaluation skills to the investigation of a therapeutic recreation professional issue. Emphasis in the unit is on the development of a research/evaluation proposal through literature review and research design outline of a program with a proposed method of evaluation suitable for use in a community setting.

This unit is designed to assist students to make the transition from undergraduate student life to professional life. The student centred learning approach used in this unit enables students to focus their own learning styles and personal capabilities. Students will explore the strengths and weaknesses of their own learning styles and develop strategies to strengthen their personal learning and teaching capabilities for use as professionals. A structure for developing professional performance will be introduced that includes: management skills, interpersonal skills, problem solving skills, project and procedure skills, personal growth, development and socialisation and education roles. Students will participate in hands –on instructor led sessions, through the E-portfolio project to reflect on and connect academic experiences with their life to anticipated graduate capability

This is a flexible learning unit and deals with foundational concepts and issues relating to public health. The philosophical and historical development and the role of public health in Australia are examined, as are policies and principles that govern and inform practice. Emphasis is placed on understanding health issues and concerns in Greater Western Sydney Region as well as on national and international contexts of population health. The unit draws on current and emerging practical situations to highlight the dynamic yet continuing legacy of public health. There is a need to visit a public health unit for consultation purposes.

The Australian health care system is highly complex, consisting of inter-related sub-systems and is influenced by the broader socio-political environment. It is essential that health professionals understand and consider the economic, political and social context within which health policy and planning occur, so that strategies and policies are developed which are economically and politically viable, as well as socially acceptable and responsive to the actual needs of the community. This unit aims to develop an understanding of the policy making and planning processes within this broad context and to introduce the theory and skills related to such activities.

This unit applies the theoretical concepts introduced in the unit, Health Politics, Policy and Planning namely the conduct of a health review, needs analysis, priority determination, and strategic planning. The emphasis is on group experiential learning, developing analytical skills required for comprehensive assessment, planning, implementation and evaluation of health plans. The topics are selected from current health priority issues and represent a realistic exercise. Students, functioning as a working party, develop knowledge and skills in negotiation, group work, committee structure and functioning, consultation and research processes, planning process and report writing.

Injury Prevention is a National Health Priority. Injury is the preferred term rather than ‘accident’ with its connotations of inevitability and lack of apparent cause, to allow development of inter-disciplinary prevention initiatives. A systematic scientific approach to injury research and prevention is in evidence for road and occupational safety, backed by well resourced implementation structures. Other settings/sectors include sport, recreation, falls, firearms, farm, product and water safety, which are also seeing the benefits of injury prevention principles, which include health promotion issue analysis and strategic hierarchical implementation strategies using the 4Es of education, enforcement, engineering and environment.

This unit builds on the knowledge gained in Essentials of Health Promotion. It provides the opportunity to apply health promotion theory to practical projects in the field related to current population health priorities, through 140 hours placement experience. It examines a range of political, social and economic issues and the way in which they impact on current health promotion practice. Working intersectorally, building capacity and applying best practice guidelines in the implementation of quality health promotion interventions is examined.

This unit builds on the knowledge gained in Health Promotion Practice through web based teaching and 140 hours placement in the field. It provides the opportunity to develop higher order health promotion skills with practical projects in the field related to current population health priorities. It also examines community development strategies, capacity building approaches, social marketing and media through involvement in an extended placement. Furthermore, students gain project management skills.

The Australian health care system is highly complex, consisting of inter-related sub-systems and is influenced by the broader socio-political environment. It is essential that health professionals understand and consider the economic, political and social context within which health policy and planning occur, so that strategies and policies are developed which are economically and politically viable, as well as socially acceptable and responsive to the actual needs of the community. This unit aims to develop an understanding of the policy making and planning processes within this broad context and to introduce the theory and skills related to such activities.

This unit applies the theoretical concepts introduced in the unit, Health Politics, Policy and Planning namely the conduct of a health review, needs analysis, priority determination, and strategic planning. The emphasis is on group experiential learning, developing analytical skills required for comprehensive assessment, planning, implementation and evaluation of health plans. The topics are selected from current health priority issues and represent a realistic exercise. Students, functioning as a working party, develop knowledge and skills in negotiation, group work, committee structure and functioning, consultation and research processes, planning process and report writing.

The health workplace is a complex and sophisticated environment that can be understood in many different ways and mean different things to different members of an organisation. Assumptions about organisational structure and action are based on one’s conceptualisations and beliefs about the nature and goals of an organisation. This unit aims to develop an understanding of organisational theory and its application to management practice and organizational analysis in the health arena.

The unit begins with an overview of the complexity and variability of health services and provides an understanding of component organisations, federal and state policy issues and environmental factors including the role of the private sector and non-government organisations. The changing role of the health services manager and competencies required for effective managing are examined. Influences on organisations are reviewed, including structures, culture, power and politics. Various management functions are explored through 140 hours of placement e.g. strategic planning, performance management, people management including workplace relations, conflict resolution, resource management (financial and asset), risk management, OH&S and quality assurance.

The Australian health care system must account for use of resources, and ensure their equitable and efficient use. Increasingly devolution of management function to cost centre level in health care organisations is occurring. Managers must consider the financial implications of clinical decisions, understand and act on accounting information. They are held responsible for the financial outcomes of their activities. This unit develops a basic knowledge of accounting principles, health services funding arrangements, government reforms, financial reporting, preparation of budgets, business cases and economic appraisals. There are 140 hours of placement in the field working with health managers on financial issues.

This is a flexible learning unit looking at HRM as a strategic activity of health organisations especially as workforce shortages pose significant challenges to the health and aged care sectors. The workforce, with appropriate knowledge and expertise, is essential to the efficient and effective delivery of quality health services. Successful organisations shape their workforce to anticipate current and future business directions and goals. Workforce planning is a crucial element of this approach and its success.

This unit uses a multidisciplinary approach to explore the different meanings of leisure and recreation. It explores the social psychology of leisure and recreation in addition to the principles and processes of leisure education and leisure counselling. This unit provides the knowledge base that underpins the practical skills of leisure and recreation assessment, program planning and evaluation for a variety of client groups.

This unit provides the student with an understanding of current trends underlying policies and services in the aged care and disability industry, which will help them to understand the dynamics of the changing aged care and disability service sector. Students will examine the strategic environments of aged care and disability to develop global and national perspectives, identify drivers of change and development, and the major players in aged care and disability policies. Students will develop an understanding of the aged care and disability competencies and determinants of well-being for aged and disabled persons, which can be used in their future roles in the health industry. Through reflections on practice in aged care and disability , students will develop an individual approach to aged care and disability service issues which they can use in the future as health care professionals.

This unit provides students with the opportunity to apply theoretical and practical knowledge and skills gained in the course to develop their practice and professional behaviours in a therapeutic recreation workplace setting.

This unit provides students with the opportunity to experience the practice of therapeutic recreation/ diversional therapy through supervised needs assessment, problem identification, program planning, implementation and evaluation in a range of distinct therapeutic service setting. Identify and provide services for people from special populations such as culturally and linguistically diverse (CALD), refugees and trauma victims, indigenous people, older people, people with learning problems and high risk populations. Students are to explore the advocacy and support needs of the clients receiving services. Students will explore issues related to quality supervision and their own learning styles as they develop learning contracts to be used in the workplace learning setting.

In this unit students will explore leisure education that is used in a broad range of service industries that focus on the development and acquisition of a range of leisure, recreation and programming related skills, knowledge and attitudes. Students will develop a philosophical approach to leisure and recreation and skills in communication and facilitation strategies to enable them to use appropriate decision-making processes in developing recreation programs for a range of people across the lifespan. Students will utilise a variety of leisure,recreation and tourism resources to develop recreation programs that will assist in enhancing the lifestyle opportunities and leisure experiences for the client populations they serve.

The aim of this unit is for students to apply their knowledge of professional theory, practice, research and evaluation skills to the investigation of a therapeutic recreation professional issue. Emphasis in the unit is on the development of a research/evaluation proposal through literature review and research design outline of a program with a proposed method of evaluation suitable for use in a community setting.