Outline

Overview

This unit will engage students in the process of developing professional skills within elements of the occupational therapy process. The unit will explore the integration of personal reflexivity, client's lived experience, evidence-based practice, and clinical reasoning as core capabilities in professional decision-making and the application of client-centred occupational therapy processes. Tools learned in the classroom context will be applied in a clinical simulation program (embedded in the unit). This will provide opportunities for students to reflect on their own professional behaviour and development. A professional placement completed during semester breaks will further allow students to develop and document their ongoing achievement of professional competencies in a range of appropriate practice skills.

Unit details and rules

Academic unit	Participation Sciences
Credit points	6
Prerequisites ?	OCCP5237
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Angie Contreras, angela.contreras@sydney.edu.au
Lecturer(s)	Sarah Davis, sarah.davis@sydney.edu.au
Tutor(s)	Georgia Erchul, georgia.erchul@sydney.edu.au

Type	Description	Weight	Due	Length
Oral exam ?	Oral examination Viva voce - up to 15 minutes	60%	Formal exam period	15 minutes (oral)
Outcomes assessed:
Placement	Evaluation of Foundational Placement Competencies - Simulation Placement performance assessment	0%	Multiple weeks	N/A
Outcomes assessed:
Placement	Evaluation of Foundational Placement Competencies - Placement Placement performance assessment	0%	Multiple weeks	n/a
Outcomes assessed:
Assignment	Critical reflection on developing professional reasoning Critical analysis	40%	Multiple weeks	1,100 words
Outcomes assessed:
= hurdle task ?

Assessment summary

In order of completion...

Evaluation of Foundational Placement Competencies - Simulation You will complete this placement performance assessment after SIM Day 2 (formative), and again after SIM Day 5 (summative). At each time point, you will submit a self-evaluation and staff will also complete the evaluation of your competencies. You must meet minimum requirements (staff assessed) to pass the unit of study. You need to consider staff feedback in light of your own self-evaluation and address any concerns before placement. You must raise any concerns arising at any time with your academic mentor or coordinator.
Critical reflection on developing professional reasoning In this two-part written assessment you will demonstrate your learning and critical reflection by completing a critical analysis of your developing professional reasoning so far and how you will continue to develop. This assessment task has a one-week return date.
Oral examination In up to 15 minutes in an interview format, you will articulate your understanding of your approach and reasoning in the occupational therapy process and application of therapeutic communication. Questions will focus on your experiences in the second half of simulation and learning throughout the unit, drawing on your direct experiences and variations that you may encounter in practice.
Evaluation of Foundational Placement Competencies - Placement You will complete this placement performance assessment around midway through placement (formative), and again nearing the completion of placement (summative). At each time point, you will complete a self-evaluation and your placement educator(s) will also complete the evaluation of your competencies. You need to consider your performance in simulation and educator feedback throughout, as well as your own self-evaluation, and address any concerns as they arise. You must promptly communicate concerns arising at any time to your coordinator.
The educator will make their final recommendation in the EFPC for the Unit of Study Coordinator to review. The Unit of Study Coordinator will determine the final result (pass/fail) in relation to the placement expectations and unit learning outcomes.

Detailed information for each assessment can be found on Canvas.

As this unit includes placement components, students are reminded that the FMH Sydney School of Health Sciences Placement Provisions apply. https://tinyurl.com/FMH-Placement-Provisions

An automatic fail will be awarded for any assessment item where a student breaches client/ patient privacy.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard, as defined in the rubrics for each graded assessment task. This generally equates with performance consistently well in the ‘Extensions’ level of the ICE rubric.
Distinction	75 - 84	Awarded when you demonstrate the learning outcomes for the unit at a very high standard, as defined by the rubrics for each graded assessment task. This generally equates with performance in the ‘Extensions’ level of the ICE rubric.
Credit	65 - 74	Awarded when you demonstrate the learning outcomes for the unit at a good standard, as defined by the rubrics for each graded assessment task. This generally equates with performance consistently well in the ‘Connections’ level of the ICE rubric.
Pass	50 - 64	Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard, as defined by the rubrics for each graded assessment task. This generally equates with performance in the ‘Connections’ level of the ICE rubric.
Fail	0 - 49	Awarded when you don’t meet the learning outcomes of the unit to a satisfactory standard, as defined by the rubrics for each graded assessment task. This generally equates with performance in the ‘Ideas’ level of the ICE rubric. This is the overall unit grading awarded when you fail to meet the minimum standards on a placement performance assessment that is a hurdle task, irrespective of cumulative performance on other assessment tasks.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Supplementary information: The above policy applies to written (graded) assessments. Late submission or inadequate completion of self-evaluations on placement performance assessments or maintenance of required records (e.g., timesheets) may result in lowered ratings on the relevant competencies.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Multiple weeks	Placement with External Placement Provider	Clinical practice (80 hr)
Multiple weeks	Post Placement - Reflection and Transition to Year 2	Seminar (2 hr)
Week 01	Introduction to OCCP5238: Occupational Therapy Process and Occupational Therapy Student Processes	Seminar (3 hr)
Week 01	Introduction to SIM: People and Spaces (& OCCP5237 Post placement review - 2 hours to be entered in SONIA under OCCP5237)	Clinical practice (5 hr)
Week 02	Reasoning with procedural and scientific factors (+mentoring groups A and B)	Seminar (1.5 hr)
Week 02	SIM Day 1: groups A and B	Clinical practice (7 hr)
Week 03	Reasoning with pragmatic factors (+mentoring groups C and D)	Seminar (1.5 hr)
Week 03	SIM Day 1: groups C and D	Clinical practice (7 hr)
Week 04	Reasoning with narrative factors (+mentoring groups A and B)	Seminar (1.5 hr)
Week 04	SIM Day 2: groups A and B	Clinical practice (7 hr)
Week 05	Reasoning with interpersonal factors (+mentoring groups C and D)	Seminar (1.5 hr)
Week 05	SIM Day 2: groups C and D	Clinical practice (7 hr)
Week 06	Influences on your reasoning - your world view and the role of reflection (+mentoring groups A and B)	Seminar (1.5 hr)
Week 06	SIM Day 3: groups A and B	Clinical practice (7 hr)
Week 07	Team communication (+mentoring groups C and D)	Seminar (1.5 hr)
Week 07	SIM Day 3: groups C and D	Clinical practice (7 hr)
Week 08	To be confirmed	Seminar (3 hr)
Week 09	Therapeutic communication (+mentoring groups A and B)	Seminar (1.5 hr)
Week 09	SIM Day 4: groups A and B	Clinical practice (7 hr)
Week 10	Therapeutic relationships (+mentoring groups C and D)	Seminar (1.5 hr)
Week 10	SIM Day 4: groups C and D	Clinical practice (7 hr)
Week 11	Conditional reasoning (+mentoring groups A and B)	Seminar (1.5 hr)
Week 11	SIM Day 5: groups A and B	Clinical practice (7 hr)
Week 12	Reasoning with ethical factors (+mentoring groups C and D)	Seminar (1.5 hr)
Week 12	SIM Day 5: groups C and D	Clinical practice (7 hr)
Week 13	Transitioning from simulated to real-life practice education placement settings	Seminar (3 hr)

Attendance and class requirements

Attendance

This unit has minimum attendance and participation requirements that include mandatory classes, academic mentoring, simulation, placement, group and individual self-directed learning, assigned tasks, and record keeping.
Requirements contributing toward the required 1000 hours of practice education placements in the degree must be promptly and accurately logged in submitted timesheets. Guidelines for the minimum hours per activity type, total minimum hours and mandatory sessions are outlined in the unit Canvas site. Students should also refer to the timesheet gudelines on the occupational therapy page of the WIL canvas site.
Instructions on when to apply for special arrangements or special considerations in relation to placement attendance are also available on the unit Canvas site and students should consult the unit coordinator for instruction on correct applications. Due to the design of this placement unit, the special considerations option of ‘new or varied placement’ may not be able to be provided.

Class requirements

Classes in this unit are highly interactive and advance preparation and follow-up work are expected to succeed in the unit. Please raise any concerns or difficulties promptly with your academic mentor.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Prescribed readings and activities are provided in CANVAS.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. demonstrate professional behaviours and self-management skills appropriate to the expectations of the university and fieldwork settings;
LO2. explain and critically reflect upon their professional reasoning with reference to occupational therapy theory and evidence-based practice;
LO3. communicate with a range of audiences to achieve professional objectives and build collegial and therapeutic relationships;
LO4. gather and interpret information through the occupational therapy process to develop priorities with an assigned caseload.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian occupational therapy competency standards 2018 - 1. Professionalism 1.1. Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct 1.10. Practises within limits of her/his own level of competence and expertise 1.11. Maintains professional competence and adapts to change in practice contexts 1.12. Identifies and uses relevant professional and operational support and supervision 1.13. Manages resources, time and workload accountably and effectively 1.14. Recognises and manages her/his own physical and mental health for safe, professional practice 1.16. Contributes to education and professional practice development of peers and students, and 1.17. Recognises and manages any inherent power imbalance in relationships with clients. 1.2. Adheres to legislation relevant to practice 1.3. Maintains professional boundaries in all client and professional relationships 4.10. Seeks and responds to feedback, modifying communication and/or practice accordingly, and 4.5. Complies with legal and procedural requirements for the responsible and accurate documentation, sharing and storage of professional information and records of practice 4.6. Maintains contemporaneous, accurate and complete records of practice 4.8. Maintains collaborative professional relationships with clients, health professionals and relevant others
	Australian occupational therapy competency standards 2018 - 1.10. Practises within limits of her/his own level of competence and expertise 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 2.2. Applies theory and frameworks of occupation to professional practice and decision-making 2.3. Identifies and applies best available evidence in professional practice and decision-making 2.8. Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice 3. Occupational therapy process and practice 3.10. Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes 3.7. Reflects on practice to inform and communicate professional reasoning and decision-making 3.8. Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment 4.10. Seeks and responds to feedback, modifying communication and/or practice accordingly, and 4.11. Identifies and articulates the rationale for practice to clients and relevant others.
	Australian occupational therapy competency standards 2018 - 1.3. Maintains professional boundaries in all client and professional relationships 1.4. Recognises and manages conflicts of interest in all client and professional relationships 1.7. Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice 3.12. Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning 3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals 3.4. Develops a plan with the client and relevant others to meet identified occupational therapy goals 4. Communication 4.1. Communicates openly, respectfully and effectively 4.10. Seeks and responds to feedback, modifying communication and/or practice accordingly, and 4.11. Identifies and articulates the rationale for practice to clients and relevant others. 4.2. Adapts written, verbal and non-verbal communication appropriate to the client and practice context 4.4. Uses culturally responsive, safe and relevant communication tools and strategies 4.6. Maintains contemporaneous, accurate and complete records of practice 4.7. Obtains informed consent for practice and information-sharing from the client or legal guardian 4.8. Maintains collaborative professional relationships with clients, health professionals and relevant others 4.9. Uses effective communication skills to initiate and end relationships with clients and relevant others
	Australian occupational therapy competency standards 2018 - 1.7. Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 2.7. Implements a specific learning and development plan when moving to a new area of practice or returning to practice 2.8. Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice 3. Occupational therapy process and practice 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.10. Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes 3.11. Evaluates client and service outcomes to inform future practice 3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals 3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals 3.4. Develops a plan with the client and relevant others to meet identified occupational therapy goals 3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client 4.11. Identifies and articulates the rationale for practice to clients and relevant others. 4.7. Obtains informed consent for practice and information-sharing from the client or legal guardian 4.9. Uses effective communication skills to initiate and end relationships with clients and relevant others

Australian occupational therapy competency standards 2018 -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct
1.10		Practises within limits of her/his own level of competence and expertise
1.11		Maintains professional competence and adapts to change in practice contexts
1.12		Identifies and uses relevant professional and operational support and supervision
1.13		Manages resources, time and workload accountably and effectively
1.14		Recognises and manages her/his own physical and mental health for safe, professional practice
1.16		Contributes to education and professional practice development of peers and students, and
1.17		Recognises and manages any inherent power imbalance in relationships with clients.
1.3		Maintains professional boundaries in all client and professional relationships
1.4		Recognises and manages conflicts of interest in all client and professional relationships
1.5		Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups
1.7		Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice
1.8		Adheres to all work health and safety, and quality requirements for practice
1.9		Identifies and manages the influence of her/his values and culture on practice
2.1		Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
2.10		Maintains digital literacy for practice.
2.2		Applies theory and frameworks of occupation to professional practice and decision-making
2.3		Identifies and applies best available evidence in professional practice and decision-making
2.5		Maintains current knowledge for cultural responsiveness to all groups in the practice setting
2.8		Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice
2.9		Maintains knowledge of relevant resources and technologies, and
3.1		Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement
3.10		Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes
3.2		Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals
3.3		Collaborates with the client and relevant others to determine the priorities and occupational therapy goals
3.4		Develops a plan with the client and relevant others to meet identified occupational therapy goals
3.5		Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
3.7		Reflects on practice to inform and communicate professional reasoning and decision-making
3.8		Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment
3.9		Implements an effective and accountable process for delegation, referral and handover
4.1		Communicates openly, respectfully and effectively
4.10		Seeks and responds to feedback, modifying communication and/or practice accordingly, and
4.11		Identifies and articulates the rationale for practice to clients and relevant others.
4.2		Adapts written, verbal and non-verbal communication appropriate to the client and practice context
4.4		Uses culturally responsive, safe and relevant communication tools and strategies
4.5		Complies with legal and procedural requirements for the responsible and accurate documentation, sharing and storage of professional information and records of practice
4.6		Maintains contemporaneous, accurate and complete records of practice
4.7		Obtains informed consent for practice and information-sharing from the client or legal guardian
4.8		Maintains collaborative professional relationships with clients, health professionals and relevant others
4.9		Uses effective communication skills to initiate and end relationships with clients and relevant others

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

This unit is continually updated. The academic team continue to work with students to understand the complementary roles of the academic mentors and SIM facilitators. We also continue to further develop the learning resources to support your development. Finally, experiences of adapting this and the equivalent first semester unit in 2021 in response to Covid-19 requirements will be drawn on if necessary for the delivery of this unit in 2022.

Additional information

This unit of study outline MUST be read in conjunction with the Medicine and Health Handbook http://sydney.edu.au/handbooks/medicine_health/

The handbook also includes specific Clinical Education information on your course:

Master of Occupational Therapy - Medicine and Health - The University of Sydney

All students are required to familiarise themselves with their academic responsibilities, and the academic policies governing their enrolment and progression. The handbook provides a direct link to the University of Sydney’s Coursework policy and Faculty provisions.

When considering applications and appeals relating to these matters, it will be assumed that students understand their academic responsibilities and are familiar with these key policies and procedures

The Work Integrated Learning Canvas site also provides information specific to Sydney School of Health Sciences placements such as essential preparation, forms and policies. https://canvas.sydney.edu.au/courses/9121. All students are required to familiarise themselves with their academic responsibilities, and the academic policies and protocols governing their placements.

Additional costs

Costs associated with student-directed simulation activities, and with placement, are the responsibility of the student. For the external placement, additional costs may be incurred for accommodation, transport and leave from usual employment. Students should prepare to cover these costs and can refer to the University website for financial assistance opportunities. https://www.sydney.edu.au/students/financial-support.html

Work, health and safety

Students must meet all pre-placement requirements as outlined on the University of Sydney Clinical placements checks and clearances https://www.sydney.edu.au/students/clinical-placement-checks.html

Students who are not verified will not be able to attend placement or may have placement activities restricted or cancelled, which may prevent their successful completion of the unit of study.

Further, students must have an up-to-date declaration (in Sonia) that they have read and understood key documents related to privacy and confidentiality, codes of conduct, NSW Health policies and general communication/ email etiquette. Failure to meet these requirements may prevent you from being allocated to and/or completing a placement or placement unit of study irrespective of your enrolment status.

Consistent with New South Wales WHS legislation, you are required to complete a WHS induction within the first few days of placement, and if relevant, at any time your placement requires you to work in another setting. This is an essential legal requirement to ensure that all risks are minimised for you, and others for whom you are responsible. The University has a duty of care to you to ensure you have been inducted appropriately. Similarly, you are responsible for demonstrating that you are aware of and know how to manage risk appropriately. You should complete the WHS Checklist from Sonia.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

OCCP5238: Developing OT Prof. Skills in Practice

Semester 2, 2022 [Professional practice] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect