Unit rationale, description and aim

Health care delivery is focussed on the person - generally at a time of great vulnerability. This unit is required by students to assist them in understanding the people they will interact with in clinical practice through an understanding of human behaviour.

This unit focuses on the person as the centre of the health care experience. Health and wellness will be explored from a biopsychosocial and lifespan perspective. Psychological concepts and theories underpinning human behaviour, health behaviour acquisition, therapeutic communication and health behaviour change will be introduced. These concepts will be applied to the personal and professional self and then to practice.

The aim of this unit is to support students to develop the capacity to practice person-centred care, with a focus on outcomes which are best for the person and/or groups they care for and interact with.

2025 10

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  • Semester 2Campus Attendance
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  • Semester 2Campus Attendance
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  • Semester 1Campus Attendance
  • Semester 2Campus Attendance
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  • Semester 2Campus Attendance
  • Term Mode
  • Semester 2Campus Attendance
  • Term Mode
  • Semester 2Campus Attendance

Prerequisites

Nil

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Describe the development of the person from a life...

Learning Outcome 01

Describe the development of the person from a lifespan perspective, taking into consideration biopsychosocial factors and the person’s life experience
Relevant Graduate Capabilities: GC1, GC2, GC3, GC5, GC6, GC7, GC8, GC9, GC10, GC11, GC12

Explain the role of resilience in human behaviour

Learning Outcome 02

Explain the role of resilience in human behaviour
Relevant Graduate Capabilities: GC1, GC2, GC3, GC8, GC9, GC11, GC12

Discuss and apply an understanding of psychologica...

Learning Outcome 03

Discuss and apply an understanding of psychological concepts and theories of human behaviour, health and wellbeing, and health behaviour change
Relevant Graduate Capabilities: GC1, GC2, GC3, GC4, GC5, GC7, GC8, GC9, GC10, GC11, GC12

Explain and evaluate the theoretical and professio...

Learning Outcome 04

Explain and evaluate the theoretical and professional dimensions of communication and demonstrate the ability to work respectfully with others
Relevant Graduate Capabilities: GC1, GC2, GC3, GC4, GC7, GC8, GC10, GC11, GC12

Content

Topics will include: 

  • Becoming a health professional: 
  • Working with people
  • Self-awareness
  • Professional communication
  • Therapeutic Use of Self
  • Active listening skills
  • Therapeutic use of professional relationships
  • Biopsychosocial approaches to understanding health and health behaviour
  • The effects of social class, gender and ethnicity on health behaviour
  • Human behaviour:
  • Lifespan development: psychosocial and cognitive
  • Family: forms, functions and roles
  • How people learn: learning models and theories
  • Personality
  • Personality and health
  • Health behaviour:
  • Models of health behaviour
  • Importance of understanding health behaviour: National Health Priorities
  • Health behaviour change:
  • Health behaviour change models
  • Foundation skills for behaviour change: therapeutic communication; professional boundaries Approaches to behaviour change
  • Introduction to Motivational Interviewing
  • Building Resilience:
  • Healthcare consumers
  • Health professionals
  • Building safe and supportive environments working with specific vulnerable populations

Assessment strategy and rationale

A range of assessment items consistent with University assessment requirements and policy will be used to ensure students achieve the unit learning outcomes and attain the graduate attributes. These assessments are required to build student knowledge and skills which, by the conclusion of this programme, will enable the student to graduate as a safe and effective nurse.

The online quizzes provide students with an opportunity for early, low stakes assessment to measure their progress within the unit and to adjust their study habits accordingly. The written assessment examines the understanding of the person from a lifespan perspective taking into consideration the role of resilience in human behaviour and experience with behavioural change. The oral exam is required to ensure students understand the basis of communication and engagement with individuals and groups – a skill central to working within a person-centred profession. The variety in these unit assessments is required to ensure students are able to communicate with both the individual and the group across a range of settings – all health care professionals require sound communication skills for successful graduate practice in person-centred professions.

Overview of assessments

Assessment Task 1 - Quizzes Early, low stakes as...

Assessment Task 1 - Quizzes

Early, low stakes assessment.

Weighting

20%

Learning Outcomes LO1, LO2, LO3

Assessment Task 2 - Written Assessment Personal ...

Assessment Task 2 - Written Assessment

Personal experience with behavioural change.

Weighting

40%

Learning Outcomes LO1, LO2, LO3, LO4

Assessment Task 3 - Oral Exam and Reflection (g...

Assessment Task 3 - Oral Exam and Reflection

(group work with individual allocation of grades)

Communication activity - engaging with individuals and groups.

Weighting

40%

Learning Outcomes LO3, LO4

Learning and teaching strategy and rationale

This unit requires students to undertake 150 hours of focused learning to achieve the unit learning outcomes. Modes of delivery in this unit include lectures, tutorials, online activities and self-directed study. In addition, this unit fosters student-centred active learning and accommodates diverse student needs. It includes a combination of self-paced, online learning and real-time classes. Early and additional feedback on learning, and tailored support, are provided to facilitate students’ transition to university.


Consistent with adult learning principles, the teaching and learning strategies used within these modes of delivery will provide students with foundational knowledge and skills relevant to professional nursing practice. These strategies will also support students in meeting the aim, learning outcomes and graduate attributes of the unit and the broader course learning outcomes. Learning and teaching strategies will reflect respect for the individual as an independent learner. Students will be expected to take responsibility for their learning and to participate actively with peers.


Students entering university need significant support to transition into a learning and teaching environment where they are required to drive their own learning. To guide students in their learning, feedback is required to identify what is being done well, what requires additional work and to identify progress toward required learning outcomes. Located in the first year of the programme, this theory unit includes significant face-to-face teaching hours and a directed online component to introduce students to managing their study off-campus. Lectures are utilised to convey content and its central principles while tutorials deliver interactive learning sessions which include formative feedback to build foundational tertiary study skills while also providing an opportunity to establish group-work and learning community skills. Online materials are introduced to provide students with a foundation for ongoing, directed, self-motivated study.

Nursing and Midwifery Board of Australia Midwife Standards for Practice

In connection to the learning outcomes, these Midwife standards for practice provide a framework for midwifery practice in all contexts. They also inform women, and others including consumers, those who regulate, educate, collaborate with and manage midwives on what to expect from a midwife’s practice.

  • Relating to

    Promotes health and wellbeing through evidence-based midwifery practice

    Relevant Learning OutcomeLO1, LO2

  • Relating to

    Identifies what is important to women as the foundation for using evidence to promote informed decision-making, participation in care, and self-determination

    Relevant Learning OutcomeLO1, LO2

  • Relating to

    Accesses, analyses, and uses the best available evidence, that includes research findings, for safe, quality midwifery practice  

    Relevant Learning OutcomeLO1, LO2

  • Relating to

    Supports the development, implementation and evaluation of evidenced-based health initiatives and programs, and

    Relevant Learning OutcomeLO1, LO2

  • Relating to

    Engages in professional relationships and respectful partnerships

    Relevant Learning OutcomeLO4

  • Relating to

    Supports the choices of the woman, with respect for families and communities in relation to maternity care

    Relevant Learning OutcomeLO4

  • Relating to

    Partners with women to strengthen women’s capabilities and confidence to care for themselves and their families

    Relevant Learning OutcomeLO4

  • Relating to

    Practises ethically, with respect for dignity, privacy, confidentiality, equity and justice

    Relevant Learning OutcomeLO4

  • Relating to

    Practises without the discrimination that may be associated with race, age, disability, sexuality, gender identity, relationship status, power relations and/or social disadvantage  

    Relevant Learning OutcomeLO4

  • Relating to

    Practises cultural safety that is holistic, free of bias and exposes racism

    Relevant Learning OutcomeLO4

  • Relating to

    Practises in a way that respects that family and community underpin the health of Aboriginal and/or Torres Strait Islander Peoples

    Relevant Learning OutcomeLO4

  • Relating to

    Develops, maintains and concludes professional relationships in a way that differentiates the boundaries between professional and personal relationships, and

    Relevant Learning OutcomeLO4

  • Relating to

    Undertakes comprehensive assessments

    Relevant Learning OutcomeLO3

  • Relating to

    Analyses information and data and communicates assessments and anticipated outcomes as the basis for midwifery practice, and

    Relevant Learning OutcomeLO3

  • Relating to

    Develops a plan for midwifery practice

    Relevant Learning OutcomeLO3, LO4

  • Relating to

    Interprets assessment data and best available evidence to develop a plan for practice

    Relevant Learning OutcomeLO3, LO4

  • Relating to

    Provides safety and quality in midwifery practice 

    Relevant Learning OutcomeLO4

  • Relating to

    Is responsible for consultation and referral and/or escalation in situations that are outside the individual’s scope of practice, and

    Relevant Learning OutcomeLO4

  • Relating to

    Provides and accepts effective and timely direction, allocation, delegation, teaching and supervision

    Relevant Learning OutcomeLO4

  • Relating to

    Evaluates and monitors progress towards planned goals and anticipated outcomes

    Relevant Learning OutcomeLO3

  • Relating to

    Uses evaluation and reflection to inform future practice and professional development

    Relevant Learning OutcomeLO3

Nursing and Midwifery Board of Australia Registered Nurse Standards for Practice

In connection to the learning outcomes, these are the national Registered nurse standards for practice for all RNs. Together with NMBA standards, codes and guidelines, these Registered nurse standards for practice should be evident in current practice, and inform the development of the scopes of practice and aspirations of RNs.

  • Relating toThinks critically and analyses nursing practice

    Relevant Learning OutcomeLO3, LO4

  • Relating toAccesses, analyses, and uses the best available evidence, that includes research findings, for safe, quality practice

    Relevant Learning OutcomeLO3, LO4

  • Relating toDevelops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice

    Relevant Learning OutcomeLO3, LO4

  • Relating toRespects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures

    Relevant Learning OutcomeLO3, LO4

  • Relating toUses ethical frameworks when making decisions

    Relevant Learning OutcomeLO3, LO4

  • Relating toContributes to quality improvement and relevant research.

    Relevant Learning OutcomeLO3, LO4

  • Relating toEngages in therapeutic and professional relationships

    Relevant Learning OutcomeLO1, LO2, LO4

  • Relating toEstablishes, sustains and concludes relationships in a way that differentiates the boundaries between professional and personal relationships

    Relevant Learning OutcomeLO1, LO2, LO4

  • Relating toCommunicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights

    Relevant Learning OutcomeLO1, LO2, LO4

  • Relating toRecognises that people are the experts in the experience of their life

    Relevant Learning OutcomeLO1, LO2, LO4

  • Relating toActively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person-centred care

    Relevant Learning OutcomeLO1, LO2, LO4

  • Relating toMaintains the capability for practice

    Relevant Learning OutcomeLO3, LO4

  • Relating toConsiders and responds in a timely manner to the health and wellbeing of self and others in relation to the capability for practice

    Relevant Learning OutcomeLO3, LO4

  • Relating toProvides the information and education required to enhance people’s control over health

    Relevant Learning OutcomeLO3, LO4

  • Relating toUses a lifelong learning approach for continuing professional development of self and others

    Relevant Learning OutcomeLO3, LO4

  • Relating toIdentifies and promotes the integral role of nursing practice and the profession in influencing better health outcomes for people.

    Relevant Learning OutcomeLO3, LO4

  • Relating toComprehensively conducts assessments

    Relevant Learning OutcomeLO1, LO3, LO4

  • Relating toUses a range of assessment techniques to systematically collect relevant and accurate information and data to inform practice

    Relevant Learning OutcomeLO1, LO3, LO4

  • Relating toWorks in partnership to determine factors that affect, or potentially affect, the health and wellbeing of people and populations to determine priorities for action and/ or for referral, and

    Relevant Learning OutcomeLO1, LO3, LO4

  • Relating toAssesses the resources available to inform planning.

    Relevant Learning OutcomeLO1, LO3, LO4

  • Relating toDevelops a plan for nursing practice

    Relevant Learning OutcomeLO1, LO2, LO3, LO4

  • Relating toUses assessment data and best available evidence to develop a plan

    Relevant Learning OutcomeLO1, LO2, LO3, LO4

  • Relating toProvides safe, appropriate and responsive quality nursing practice

    Relevant Learning OutcomeLO1, LO4

  • Relating toProvides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people

    Relevant Learning OutcomeLO1, LO4

  • Relating toPractises within their scope of practice

    Relevant Learning OutcomeLO1, LO4

  • Relating toPractises in accordance with relevant policies, guidelines, standards, regulations and legislation, and

    Relevant Learning OutcomeLO1, LO4

  • Relating toUses the appropriate processes to identify and report potential and actual risk related system issues and where practice may be below the expected standards.

    Relevant Learning OutcomeLO1, LO4

  • Relating toEvaluates outcomes to inform nursing practice

    Relevant Learning OutcomeLO1, LO4

  • Relating toEvaluates and monitors progress towards the expected goals and outcomes

    Relevant Learning OutcomeLO1, LO4

  • Relating toRevises the plan based on the evaluation, and

    Relevant Learning OutcomeLO1, LO4

  • Relating toDetermines, documents and communicates further priorities, goals and outcomes with the relevant persons.

    Relevant Learning OutcomeLO1, LO4

Representative texts and references

Representative texts and references

Barkway, P. (2013). Psychology for health professionals (2nd ed.). Churchill Livingstone/ Elsevier.

Bernstein, D.A., Pooly, J.A., Cohen, L., Gouldthorp, B., Provost, S., Cranney, J., … & Roy, E.J. (2013). Psychology: An international discipline in context. Cengage Learning.

Brannon, L., Feist, J., & Updegraff, J.A. (2014). Health psychology: An introduction to behavior and health (8th ed.). Cengage Learning.

Hoffnung, M., Hoffnung, R.J., Seifert, K. L., Hine, A., Pause, C., Ward, L., Signal, T., Swabey, K.; Yates, K., & Burton Smith, R. (2018). Lifespan Development (4th ed.). Wiley.

Honeycutt A., & Milliken M. (2012). Understanding human behavior (8th ed.). Delmar/Cengage Learning.

Mason, P., & ClinicalKey. (2019). Health behaviour change: A guide for practitioners (3rd ed.). Elsevier.

Miller, W. R., and Rollnick, S. (2012). Motivational interviewing: Helping people change (3rd ed.). Guilford Press.

Rosengren, D. B., & ProQuest. (2018) Building motivational interviewing skills: A practitioner workbook (2nd ed.). Guilford Press.

Sigelman, C., Rider, E., & De George-Walker L. (2018). Lifespan human development (33rd ed.). Cengage Learning.

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