Outline

Overview

The acute care module focuses on assessment and treatment of patients with acute pulmonary dysfunction. In addition students examine specific clinical and professional issues relating to the intensive care and acute care environment. The emphasis is on appropriate assessment, safe and effective management of intubated and non-intubated patients. The acute neurological and cardiopulmonary care module focuses on physiotherapy management of acute neurological and neurosurgical conditions. The advanced clinical reasoning module will enable students to develop their skills in analysing and planning evidence-based interventions for patients with multi-system and/or complex problems. Students will integrate material from core areas of musculoskeletal, cardiopulmonary, neurological and paediatric physiotherapy as well as background sciences. Overall, this unit examines the scientific basis for clinical intervention and examines a range of complex clinical issues organised on a case-basis including multi-system dysfunction (physiological, psychological and social). Students will be expected to evaluate the scientific basis and ethical, legal and practical implications of current physiotherapy interventions in relation to the case studies.

Unit details and rules

Unit code	PHTY3087
Academic unit
Credit points	6
Prohibitions ?	None
Prerequisites ?	PHTY2061 and PHTY2062
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Maree Milross, maree.milross@sydney.edu.au
Guest lecturer(s)	Ruth Dentice, rden9091@uni.sydney.edu.au
Guest lecturer(s)	Amanda Piper, amanda.piper@sydney.edu.au
Lecturer(s)	Zoe McKeough, zoe.mckeough@sydney.edu.au
	Tiffany Dwyer, tiffany.dwyer@sydney.edu.au
	Sonia Cheng, sonia.cheng@sydney.edu.au
	Marita Dale, marita.dale@sydney.edu.au
	Christina Darwell, christina.darwell@sydney.edu.au
	Jennifer Alison, jennifer.alison@sydney.edu.au

Type	Description	Weight	Due	Length
Small test	Multiple choice question quiz MCQ	25%	-	30 minutes
Outcomes assessed:
Final exam	Written exam MCQ, written components	50%	Formal exam period	2 hours
Outcomes assessed:
Assignment	Online paired written assignment Extended response(s). Paired-work assignment.	25%	Week 13 Due date: 25 May 2020 at 16:00	5pm Fri (week 12) - 4pm Mon (week 13)
Outcomes assessed:
= group assignment ?

Assessment summary

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.

It is a requirement of this Unit of Study that all assessment items are attempted.

Failure to attempt any assessment item will result in you being awarded an Absent Fail grade (0-49 AF), regardless of your cumulative marks in the Unit of Study.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

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.

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.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

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
Week 01	1. Respiratory failure, and the use of intubation; 2. Hypoxaemic respiratory failure and modes of ventilatory support	Lecture (2 hr)
Week 01	1. Arterial blood gas interpretation; 2. Hypoxaemic respiratory failure in the non-intubated patient	Tutorial (2 hr)
Week 02	1. Hypercapnic respiratory failure and modes of ventilatory support; 2. Non-invasive ventilation	Lecture (2 hr)
Week 02	Assessment and intervention: Hypercapnic respiratory failure in the non-intubated patient	Tutorial (2 hr)
Week 03	1. Effects of intubation and mechanical ventilation on the respiratory system; 2. Monitoring and equipment in the intensive care unit. Implications for assessment and physiotherapy intervention	Lecture (2 hr)
Week 03	Introduction to assessment of intubated/ventilated patients (case studies)	Tutorial (2 hr)
Week 04	Strategies used in intensive care	Lecture (2 hr)
Week 04	1. Physiotherapy interventions in intensive care; 2. Strategies to improve gas and secretion movement impairments	Tutorial (2 hr)
Week 05	1. Weaning from ventilatory support. Implications for physiotherapy intervention; Acute trauma to lung and thorax/ARDS. 2. Acute care end of life issues/advanced care directives	Online class (2 hr)
Week 05	Intubated patient – complex case study	Online class (2 hr)
Week 06	1. Complex case study of an intubated ICU patient; 2. Cerebral haemorrhage and tumours	Online class (2 hr)
Week 06	Intubated patient – complex case study	Online class (2 hr)
Week 08	1. Spinal surgery and guidelines for neurological intervention in acute care settings; 2. Effects of cardiopulmonary interventions on the patient with acute traumatic brain injury (TBI)	Online class (2 hr)
Week 08	Clinical reasoning and implementation of appropriate interventions specific to acute cardiopulmonary and acute neurological/ neurosurgical case studies	Online class (2 hr)
Week 09	Complex case study of a patient with acute TBI	Online class (2 hr)
Week 09	Clinical reasoning and implementation of appropriate interventions specific to acute cardiopulmonary and acute neurological/ neurosurgical case studies	Online class (2 hr)
Week 10	1. What is clinical reasoning? What role does the research evidence play in our reasoning?; 2. Impairment: V/Q matching; 3. Case study analysis: acute exacerbation of cystic fibrosis; 4. Impairment: analysis of gas (oxygen) movement problems in the cystic fibrosis case	Online class (4 hr)
Week 10	Evidence-based physiotherapy interventions to improve gas (oxygen) movement problems	Online class (2 hr)
Week 11	1. Impairment: Analysis of secretion movement, gas movement (CO2), and respiratory load in the cystic fibrosis case; 2. Impairment: Sleep disordered breathing	Online class (2 hr)
Week 11	Evidence-based physiotherapy interventions to improve secretion movement problems	Independent study (2 hr)
Week 12	1. Professional practice and social issues in cystic fibrosis; 2 Exercise prescription for cystic fibrosis	Online class (2 hr)
Week 12	Clinical decision-making for the cystic fibrosis case	Online class (2 hr)
Week 13	Physiotherapy interventions in intensive care	Tutorial (2 hr)

Attendance and class requirements

Attendance: It is strongly recommended that students attend all lectures in this unit of study. Lecture recordings will be made available where possible to assist with revision and study, but should not be considered a substitute for physically attending the lecture. Students are expected to attend a minimum of 80% of tutorials for a unit of study, unless granted exemption by the Dean, Head of School, or Professor most concerned. The Dean, Head of School, or Professor most concerned may determine that a student fails a unit of study because of inadequate tutorial attendance. Alternatively, at their discretion, they may set additional assessment items where attendance is lower than 80%. Tutorial attendance is recorded.

Swapping to alternate tutorials on one-off occasions is possible only by prior agreement with the unit of study coordinator/s. You are strongly advised to actively participate in lectures and tutorials, and to complete activities that are provided to increase or test your understanding of concepts.

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

All readings for this unit can be accessed through the Library eReserve, available on Canvas.

Essential Textbook: Main E and Denehy L (2016) Physiotherapy for Respiratory and Cardiac Problems (5th ed). London: Churchill Livingstone Elsevier.

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. assess, interpret and analyse signs and symptoms of a patient in the acute care environment
LO2. make informed decisions based on evaluation of effectiveness, safety, precautions and contra-indications of current practices for the patient in the acute care environment
LO3. identify components of the acute care environment, equipment and its structure
LO4. develop and demonstrate basic physiotherapy skills for the acute care environment (such as suctioning, manual hyperinflation, insertion of nasopharyngeal/guedel airway)
LO5. apply the knowledge and skills learnt in PT in Pulmonary and Cardiac Conditions to the specific areas of acute pulmonary care
LO6. outline the physiotherapy management of acute neurological and neurosurgical conditions including the prevention of secondary musculoskeletal and cardiopulmonary complications
LO7. analyse the problems of a complex clinical respiratory case including the pathological mechanisms proposed for the problems, propose interventions for the patient’s problems and discuss the theoretical rationale for the intervention and the research evidence for their effectiveness.

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
	Physiotherapy Practice Threshold Statements - 1.1. plan and implement an efficient, effective, culturally responsive and client-centred physiotherapy assessment 1.3. review the continuation of physiotherapy and facilitate the client’s optimal participation in their everyday life 1.4. advocate for clients and their rights to health care 2.1. comply with legal, professional, ethical and other relevant standards, codes and guidelines 2.2. make and act on informed and appropriate decisions about acceptable professional and ethical behaviours 2.3. recognise the need for, and implement, appropriate strategies to manage their physical and mental health and resilience 3.1. use clear, accurate, sensitive and effective communication to support the development of trust and rapport in professional relationships with the client and relevant others 3.2. record and effectively communicate physiotherapy assessment findings, outcomes and decisions 4.3. efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge 4.5. recognise situations that are outside their scope of expertise or competence and take appropriate and timely action 8.A. knowledge of relevant anatomy, physiology, pathology, other biomedical sciences relevant to human health and function, and psychosocial and other determinants of health encompassing cardiorespiratory, musculoskeletal, neurological and other body systems within the context of physiotherapy and best available research evidence 8.D. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice across acute, rehabilitation and community practice in a range of environments and settings
	Physiotherapy Practice Threshold Statements - 1.1. plan and implement an efficient, effective, culturally responsive and client-centred physiotherapy assessment 1.3. review the continuation of physiotherapy and facilitate the client’s optimal participation in their everyday life 1.4. advocate for clients and their rights to health care 2.1. comply with legal, professional, ethical and other relevant standards, codes and guidelines 2.2. make and act on informed and appropriate decisions about acceptable professional and ethical behaviours 2.3. recognise the need for, and implement, appropriate strategies to manage their physical and mental health and resilience 3.1. use clear, accurate, sensitive and effective communication to support the development of trust and rapport in professional relationships with the client and relevant others 3.2. record and effectively communicate physiotherapy assessment findings, outcomes and decisions 4.1. assess their practice against relevant professional benchmarks and take action to continually improve their practice 4.2. evaluate their learning needs, engage in relevant continuing professional development and recognise when to seek professional support, including peer review 4.3. efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge 4.5. recognise situations that are outside their scope of expertise or competence and take appropriate and timely action 5.1. engage in an inclusive, collaborative, consultative, culturally responsive and client-centred model of practice 6.2. seek opportunities to lead the education of others, including physiotherapy students, as appropriate, within the physiotherapy setting 7.1. organise and prioritise their workload and resources to provide safe, effective and efficient physiotherapy autonomously and, where relevant, as a team member 8.A. knowledge of relevant anatomy, physiology, pathology, other biomedical sciences relevant to human health and function, and psychosocial and other determinants of health encompassing cardiorespiratory, musculoskeletal, neurological and other body systems within the context of physiotherapy and best available research evidence 8.B. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice including evidence-based practice 8.D. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice across acute, rehabilitation and community practice in a range of environments and settings
	Physiotherapy Practice Threshold Statements - 2.1. comply with legal, professional, ethical and other relevant standards, codes and guidelines 3.1. use clear, accurate, sensitive and effective communication to support the development of trust and rapport in professional relationships with the client and relevant others 3.2. record and effectively communicate physiotherapy assessment findings, outcomes and decisions 8.A. knowledge of relevant anatomy, physiology, pathology, other biomedical sciences relevant to human health and function, and psychosocial and other determinants of health encompassing cardiorespiratory, musculoskeletal, neurological and other body systems within the context of physiotherapy and best available research evidence 8.E. competence to practise as a physiotherapist autonomously as well as a member of an interprofessional team in relevant clinical situations
	Physiotherapy Practice Threshold Statements - 1.1. plan and implement an efficient, effective, culturally responsive and client-centred physiotherapy assessment 1.2. involve the client and relevant others in the planning and implementation of safe and effective physiotherapy using evidence-based practice to inform decision-making 1.3. review the continuation of physiotherapy and facilitate the client’s optimal participation in their everyday life 2.1. comply with legal, professional, ethical and other relevant standards, codes and guidelines 2.2. make and act on informed and appropriate decisions about acceptable professional and ethical behaviours 3.1. use clear, accurate, sensitive and effective communication to support the development of trust and rapport in professional relationships with the client and relevant others 3.2. record and effectively communicate physiotherapy assessment findings, outcomes and decisions 4.1. assess their practice against relevant professional benchmarks and take action to continually improve their practice 4.3. efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge 8.D. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice across acute, rehabilitation and community practice in a range of environments and settings
	Physiotherapy Practice Threshold Statements - 1.1. plan and implement an efficient, effective, culturally responsive and client-centred physiotherapy assessment 1.2. involve the client and relevant others in the planning and implementation of safe and effective physiotherapy using evidence-based practice to inform decision-making 1.3. review the continuation of physiotherapy and facilitate the client’s optimal participation in their everyday life 2.1. comply with legal, professional, ethical and other relevant standards, codes and guidelines 2.2. make and act on informed and appropriate decisions about acceptable professional and ethical behaviours 2.3. recognise the need for, and implement, appropriate strategies to manage their physical and mental health and resilience 3.1. use clear, accurate, sensitive and effective communication to support the development of trust and rapport in professional relationships with the client and relevant others 3.2. record and effectively communicate physiotherapy assessment findings, outcomes and decisions 4.1. assess their practice against relevant professional benchmarks and take action to continually improve their practice 4.3. efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge 8.D. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice across acute, rehabilitation and community practice in a range of environments and settings
	Physiotherapy Practice Threshold Statements - 1.1. plan and implement an efficient, effective, culturally responsive and client-centred physiotherapy assessment 1.3. review the continuation of physiotherapy and facilitate the client’s optimal participation in their everyday life 2.2. make and act on informed and appropriate decisions about acceptable professional and ethical behaviours 2.3. recognise the need for, and implement, appropriate strategies to manage their physical and mental health and resilience 3.1. use clear, accurate, sensitive and effective communication to support the development of trust and rapport in professional relationships with the client and relevant others 3.2. record and effectively communicate physiotherapy assessment findings, outcomes and decisions 4.3. efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge 4.5. recognise situations that are outside their scope of expertise or competence and take appropriate and timely action 5.1. engage in an inclusive, collaborative, consultative, culturally responsive and client-centred model of practice 5.2. engage in safe, effective and collaborative interprofessional practice 6.1. use education to empower themselves and provide knowledge to themselves and others. 6.2. seek opportunities to lead the education of others, including physiotherapy students, as appropriate, within the physiotherapy setting 7.1. organise and prioritise their workload and resources to provide safe, effective and efficient physiotherapy autonomously and, where relevant, as a team member 8.A. knowledge of relevant anatomy, physiology, pathology, other biomedical sciences relevant to human health and function, and psychosocial and other determinants of health encompassing cardiorespiratory, musculoskeletal, neurological and other body systems within the context of physiotherapy and best available research evidence 8.B. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice including evidence-based practice 8.C. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice with clients across the lifespan, from birth to end of life care, who present with one or more problems such as pain and/or impairment or dysfunction contributing to impairment, activity limitations and participation restriction 8.D. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice across acute, rehabilitation and community practice in a range of environments and settings
	Physiotherapy Practice Threshold Statements - 1.1. plan and implement an efficient, effective, culturally responsive and client-centred physiotherapy assessment 1.2. involve the client and relevant others in the planning and implementation of safe and effective physiotherapy using evidence-based practice to inform decision-making 2.1. comply with legal, professional, ethical and other relevant standards, codes and guidelines 2.2. make and act on informed and appropriate decisions about acceptable professional and ethical behaviours 4.3. efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge 5.1. engage in an inclusive, collaborative, consultative, culturally responsive and client-centred model of practice 8.A. knowledge of relevant anatomy, physiology, pathology, other biomedical sciences relevant to human health and function, and psychosocial and other determinants of health encompassing cardiorespiratory, musculoskeletal, neurological and other body systems within the context of physiotherapy and best available research evidence 8.B. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice including evidence-based practice 8.C. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice with clients across the lifespan, from birth to end of life care, who present with one or more problems such as pain and/or impairment or dysfunction contributing to impairment, activity limitations and participation restriction 8.D. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice across acute, rehabilitation and community practice in a range of environments and settings 8.F. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice in health promotion and facilitation of client self-management strategies to enhance their health and well-being

Physiotherapy Practice Threshold Statements -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		plan and implement an efficient, effective, culturally responsive and client-centred physiotherapy assessment
1.2		involve the client and relevant others in the planning and implementation of safe and effective physiotherapy using evidence-based practice to inform decision-making
2.2		make and act on informed and appropriate decisions about acceptable professional and ethical behaviours
3.2		record and effectively communicate physiotherapy assessment findings, outcomes and decisions
4.3		efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge
7.1		organise and prioritise their workload and resources to provide safe, effective and efficient physiotherapy autonomously and, where relevant, as a team member
8.A		knowledge of relevant anatomy, physiology, pathology, other biomedical sciences relevant to human health and function, and psychosocial and other determinants of health encompassing cardiorespiratory, musculoskeletal, neurological and other body systems within the context of physiotherapy and best available research evidence
8.B		knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice including evidence-based practice
8.D		knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice across acute, rehabilitation and community practice in a range of environments and settings

Responding to student feedback

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

Suggestions around the timing of the advanced clinical reasoning module and the assignment were made. The degree of preparation for the “unused” options for the week 13 assignment was pointed out, and requests made that this be scheduled earlier in semester/ not be in a four hour window. Regarding the “unused” options prepared for this assessment, this is all a part of expanding your learning. As you develop your skills, you need to learn all of the options, even if you only presented one of the possibilities for your assessment. Previous assessment for this module has included preparation of this assignment for a written exam, but this was replaced by the current option which does not rely upon rote learning. This module has been designed as a final CP cap-stone unit, carefully tying the development of clinical reasoning from the previous two semesters work with evidenced based practice principals, and as such can only be delivered as the final “chapter”. We have extended beyond a 4 hour window for this task, and will allow this to be completed over a weekend instead. Please also note that once this assessment is finished, the written exam for this Unit of Study is only worth 35%. Many students in this cohort commented on how good it was to have four assessment pieces. Students were happy with the new online data analysis lecture, and considered it helpful for the assignment. One student commented that the information for the prac-viva exam should have been available ahead of the week 13 tutorial. We will ensure information is available earlier as requested.

Additional information

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

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

PHTY3087: PT in Respiratory and Cardiac Conditions B

Semester 1, 2020 [Normal day] - Cumberland, 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

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect