Unit rationale, description and aim
To prevent and manage diseases, promote health and care for their patients/clients, health professionals need to understand disease processes and drug action.
In this unit students extend their knowledge of the human body by developing an understanding of pathophysiology and pharmacology with respect to Australian health priorities. The influence of lifespan changes, as well as drug administration, will be discussed in these contexts. Basic principles of microbiology will also be linked to infection control practices.
The aim of this unit is to equip students with the scientific knowledge necessary to understand disease processes, identify associated risk factors, and explore their prevention and management, including pharmacological treatment options, to ensure successful progression in their respective courses.
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 basic principles of pharmacology.
Learning Outcome 01
Describe the pathophysiology of selected Australia...
Learning Outcome 02
Explain how physiological changes that occur acros...
Learning Outcome 03
Relate microbiological principles to infection con...
Learning Outcome 04
Content
Topics will include:
Principles of pathophysiology
- Inflammation and cell death
- Oedema
- Healing
- Thrombosis
Principles of pharmacology
- Pharmacokinetics
- Pharmacodynamics
- Adverse drug reactions
- Drug interactions
- Selected drug groups based on Australian health priorities.
Microbiological principles
- Prevention and control of infection
Australian health priority areas
- Asthma
- Arthritis and selected musculoskeletal conditions
- Cancer
- Cardiovascular health
- Diabetes mellitus
- Dementia and selected mental health problems
- Obesity
Assessment strategy and rationale
In order to successfully complete this unit, students must obtain an aggregate mark of equal to or greater than 50% for the assessment tasks.
The assessment strategy allows students to progressively develop their knowledge of pathophysiology and pharmacology. The first assessment task is divided into two parts and primarily focusses on knowledge acquisition and assimilation. Part A is a low weighting quiz which assesses basic principles of pathophysiology and pharmacology. This is an early assessment task which enables students to receive early feedback regarding their progress in this unit. Part B requires students to relate basic pathophysiology and pharmacology principles to certain Australian health priority areas. The vodcast assessment task requires students to produce a voice recording with accompanying visual material based on a person with a disease/condition identified as a health priority area. This assessment task allows students to apply their knowledge of pathophysiology and pharmacology to a real situation. The final assessment task, a written examination, assesses integration and application of key concepts covered in this unit.
Overview of assessments
Assessment Task 1 - Quizzes Part A This quiz en...
Assessment Task 1 - Quizzes
Part A
This quiz enables students to use appropriate resources to demonstrate knowledge of basic principles of pathophysiology and pharmacology, including lifespan influences on drug administration.
Part B
This quiz enables students to relate disease processes to clinical outcomes and pharmacological management of selected Australian health priorities.
15%
20%
Assessment Task 2 - Vodcast The vodcast is an or...
Assessment Task 2 - Vodcast
The vodcast is an oral presentation that enables students to apply their understanding of pathophysiology and pharmacology in a real life-like scenario by introducing a person who suffers from diseases identified as Australian health priorities.
25%
Assessment Task 3 - Examination The final assess...
Assessment Task 3 - Examination
The final assessment task enables students to showcase their critical thinking skills to demonstrate their ability to integrate and apply key concepts covered in this unit.
40%
Learning and teaching strategy and rationale
This unit fosters student-centred active learning and accommodates diverse student needs. Learning and teaching strategies include a combination of self-paced, online learning and real-time classes. Online learning activities, including videos, readings and interactive activities convey necessary information so that students can build foundational knowledge, make connections between different ideas and reflect on their understanding. In workshop classes, students work collaboratively in a supported environment and engage in activities, such as reading, writing, discussion, and problem solving to promote analysis, synthesis and evaluation of class content. Case studies are also used so that students can test and apply their understanding in real world-like scenarios.
National Safety and Quality Health Service Standards (Second Edition)
In connection to the learning outcomes, the Australian Commission on Safety and Quality in Health Care Standards developed in this unit are:
Relating to
Preventing and Controlling Healthcare-Associated Infection Standard
Relevant Learning OutcomeLO4
Relating to
The workforce uses the safety and quality systems from the Clinical Governance Standard when:
a. Implementing policies and procedures for healthcare-associated infections and antimicrobial stewardship
b. Managing risks associated with healthcare-associated infections and antimicrobial stewardship
c. Identifying training requirements for preventing and controlling healthcare-associated infections, and antimicrobial stewardship
Relevant Learning OutcomeLO4
Relating to
The health service organisation applies the quality improvement system from the Clinical Governance Standard when:
a. Monitoring the performance of systems for prevention and control of healthcare-associated infections, and the effectiveness of the antimicrobial stewardship program
b. Implementing strategies to improve outcomes and associated processes of systems for prevention and control of healthcare-associated infections, and antimicrobial stewardship
c. Reporting on the outcomes of prevention and control of healthcare-associated infections, and the antimicrobial stewardship program
Relevant Learning OutcomeLO4
Relating to
Clinicians use organisational processes from the Partnering with Consumers Standard when preventing and managing healthcare-associated infections, and implementing the antimicrobial stewardship program to:
a. Actively involve patients in their own care
b. Meet the patient’s information needs
c. Share decision-making
Relevant Learning OutcomeLO4
Relating to
The health service organisation has a surveillance strategy for healthcare-associated infections and antimicrobial use that:
a. Collects data on healthcare-associated infections and antimicrobial use relevant to the size and scope of the organisation
b. Monitors, assesses and uses surveillance data to reduce the risks associated with healthcare-associated infections and support appropriate antimicrobial prescribing
c. Reports surveillance data on healthcare-associated infections and antimicrobial use to the workforce, the governing body, consumers and other relevant groups
Relevant Learning OutcomeLO4
Relating to
The health service organisation has processes to apply standard and transmission-based precautions that are consistent with the current edition of the Australian Guidelines for the Prevention and Control of Infection in Healthcare18, and jurisdictional requirements
Relevant Learning OutcomeLO4
Relating to
Clinicians assess infection risks and use transmission-based precautions based on the risk of transmission of infectious agents, and consider:
a. Patients’ risks, which are evaluated at referral, on admission or on presentation for care, and re-evaluated when clinically required during care
b. Whether a patient has a communicable disease, or an existing or a pre-existing colonisation or infection with organisms of local or national significance
c. Accommodation needs to manage infection risks
d. The need to control the environment
e. Precautions required when the patient is moved within the facility or to external services
f. The need for additional environmental cleaning or disinfection
g. Equipment requirements
Relevant Learning OutcomeLO4
Relating to
The health service organisation has processes for communicating relevant details of a patient’s infectious status whenever responsibility for care is transferred between clinicians or health service organisations
Relevant Learning OutcomeLO4
Relating to
The health service organisation has a hand hygiene program that:
a. Is consistent with the current National Hand Hygiene Initiative, and jurisdictional requirements
b. Addresses noncompliance or inconsistency with the current National Hand Hygiene Initiative
Relevant Learning OutcomeLO4
Relating to
The health service organisation has processes for aseptic technique that:
a. Identify the procedures where aseptic technique applies
b. Assess the competence of the workforce in performing aseptic technique
c. Provide training to address gaps in competency
d. Monitor compliance with the organisation’s policies on aseptic technique
Relevant Learning OutcomeLO4
Relating to
The health service organisation has processes for the appropriate use and management of invasive medical devices that are consistent with the current edition of the Australian Guidelines for the Prevention and Control of Infection in Healthcare
Relevant Learning OutcomeLO4
Relating to
The health service organisation has processes to maintain a clean and hygienic environment – in line with the current edition of the Australian Guidelines for the Prevention and Control of Infection in Healthcare, and jurisdictional requirements – that:
a. Respond to environmental risks
b. Require cleaning and disinfection in line with recommended cleaning frequencies
c. Include training in the appropriate use of specialised personal protective equipment for the workforce
Relevant Learning OutcomeLO4
Relating to
The health service organisation has processes to evaluate and respond to infection risks for:
a. New and existing equipment, devices and products used in the organisation
b. Maintaining, repairing and upgrading buildings, equipment, furnishings and fittings
c. Handling, transporting and storing linen
Relevant Learning OutcomeLO4
Relating to
The health service organisation has a risk-based workforce immunisation program that:
a. Is consistent with the current edition of the Australian Immunisation Handbook
b. Is consistent with jurisdictional requirements for vaccine-preventable diseases
c. Addresses specific risks to the workforce and patients
Relevant Learning OutcomeLO4
Relating to
Where reusable equipment, instruments and devices are used, the health service organisation has:
a. Processes for reprocessing that are consistent with relevant national and international standards, in conjunction with manufacturers’ guidelines
b. A traceability process for critical and semi-critical equipment, instruments and devices that is capable of identifying
- the patient
- the procedure
- the reusable equipment, instruments and devices that were used for the procedure
Relevant Learning OutcomeLO4
Relating to
The health service organisation has an antimicrobial stewardship program that:
a. Includes an antimicrobial stewardship policy
b. Provides access to, and promotes the use of, current evidence-based Australian therapeutic guidelines and resources on antimicrobial prescribing
c. Has an antimicrobial formulary that includes restriction rules and approval processes
d. Incorporates core elements, recommendations and principles from the current Antimicrobial Stewardship Clinical Care Standard
Relevant Learning OutcomeLO4
Relating to
The antimicrobial stewardship program will:
a. Review antimicrobial prescribing and use
b. Use surveillance data on antimicrobial resistance and use to support appropriate prescribing
c. Evaluate performance of the program, identify areas for improvement, and take action to improve the appropriateness of antimicrobial prescribing and use
d. Report to clinicians and the governing body regarding
- compliance with the antimicrobial stewardship policy
- antimicrobial use and resistance
- appropriateness of prescribing and compliance with current evidence-based Australian therapeutic guidelines or resources on antimicrobial prescribing
Relevant Learning OutcomeLO4
Relating to
Medication Safety Standard
Relevant Learning OutcomeLO1
Relating to
Clinicians use the safety and quality systems from the Clinical Governance Standard when:
a. Implementing policies and procedures for medication management
b. Managing risks associated with medication management
c. Identifying training requirements for medication management
Relevant Learning OutcomeLO1
Relating to
The health service organisation applies the quality improvement system from the Clinical Governance Standard when:
a. Monitoring the effectiveness and performance of medication management
b. Implementing strategies to improve medication management outcomes and associated processes
c. Reporting on outcomes for medication management
Relevant Learning OutcomeLO1
Relating to
Clinicians use organisational processes from the Partnering with Consumers Standard in medication management to:
a. Actively involve patients in their own care
b. Meet the patient’s information needs
c. Share decision-making
Relevant Learning OutcomeLO1
Relating to
The health service organisation has processes to define and verify the scope of clinical practice for prescribing, dispensing and administering medicines for relevant clinicians
Relevant Learning OutcomeLO1
Relating to
Clinicians take a best possible medication history, which is documented in the healthcare record on presentation or as early as possible in the episode of care
Relevant Learning OutcomeLO1
Relating to
Clinicians review a patient’s current medication orders against their best possible medication history and the documented treatment plan, and reconcile any discrepancies on presentation and at transitions of care
Relevant Learning OutcomeLO1
Relating to
The health service organisation has processes for documenting a patient’s history of medicine allergies and adverse drug reactions in the healthcare record on presentation
Relevant Learning OutcomeLO1
Relating to
The health service organisation has processes for documenting adverse drug reactions experienced by patients during an episode of care in the healthcare record and in the organisation-wide incident reporting system
Relevant Learning OutcomeLO1
Relating to
The health service organisation has processes for reporting adverse drug reactions experienced by patients to the Therapeutic Goods Administration, in accordance with its requirements
Relevant Learning OutcomeLO1
Relating to
The health service organisation has processes:
a. To perform medication reviews for patients, in line with evidence and best practice
b. To prioritise medication reviews, based on a patient’s clinical needs and minimising the risk of medication-related problems
c. That specify the requirements for documentation of medication reviews, including actions taken as a result
Relevant Learning OutcomeLO1
Relating to
The health service organisation has processes to support clinicians to provide patients with information about their individual medicines needs and risks
Relevant Learning OutcomeLO1
Relating to
The health service organisation has processes to:
a. Generate a current medicines list and the reasons for any changes
b. Distribute the current medicines list to receiving clinicians at transitions of care
c. Provide patients on discharge with a current medicines list and the reasons for any changes
Relevant Learning OutcomeLO1
Relating to
The health service organisation ensures that information and decision support tools for medicines are available to clinicians
Relevant Learning OutcomeLO1
Relating to
The health service organisation complies with manufacturers’ directions, legislation, and jurisdictional requirements for the:
a. Safe and secure storage and distribution of medicines
b. Storage of temperature-sensitive medicines and cold chain management
c. Disposal of unused, unwanted or expired medicines
Relevant Learning OutcomeLO1
Relating to
The health service organisation:
a. Identifies high-risk medicines used within the organisation
b. Has a system to store, prescribe, dispense and administer high-risk medicines safely
Relevant Learning OutcomeLO1
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
Accesses, analyses, and uses the best available evidence, that includes research findings, for safe, quality midwifery practice
Relevant Learning OutcomeLO1, LO2
Relating to
Uses health assessment and health education to support birth and reproductive health, and minimise the potential for complications
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Practises within relevant legal parameters and professional standards, codes and guidelines
Relevant Learning OutcomeLO1, LO2
Relating to
Uses relevant processes to identify, document and manage complexity and risk
Relevant Learning OutcomeLO2, LO4
Relating to
Recognises and responds appropriately where safe and quality practice may be compromised, and
Relevant Learning OutcomeLO3
Relating to
Interprets assessment data and best available evidence to develop a plan for practice
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 toAccesses, analyses, and uses the best available evidence, that includes research findings, for safe, quality practice
Relevant Learning OutcomeLO1, LO2, LO3, 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 OutcomeLO2, LO3
Relating toComplies with legislation, regulations, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions
Relevant Learning OutcomeLO1, LO4
Relating toUses ethical frameworks when making decisions
Relevant Learning OutcomeLO1
Relating toMaintains accurate, comprehensive and timely documentation of assessments, planning, decision-making, actions and evaluations, and
Relevant Learning OutcomeLO1
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 OutcomeLO4
Relating toProvides the information and education required to enhance people’s control over health
Relevant Learning OutcomeLO1, LO2, LO4
Relating toAccepts accountability for decisions, actions, behaviours and responsibilities inherent in their role, and for the actions of others to whom they have delegated responsibilities
Relevant Learning OutcomeLO1
Relating toIdentifies and promotes the integral role of nursing practice and the profession in influencing better health outcomes for people.
Relevant Learning OutcomeLO1, LO2, LO4
Relating toUses assessment data and best available evidence to develop a plan
Relevant Learning OutcomeLO3
Relating toProvides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people
Relevant Learning OutcomeLO3, LO4
Relating toPractises within their scope of practice
Relevant Learning OutcomeLO1, LO2
Relating toPractises in accordance with relevant policies, guidelines, standards, regulations and legislation, and
Relevant Learning OutcomeLO1, LO2, LO4
Paramedicine Board of Australia Professional Capabilities for Registered Paramedics
The Paramedicine Board of Australia is responsible for assessing, consulting on and setting the standards for paramedics practicing in Australia. These standards and relevant domains are articulated in the Professional Capabilities for a Registered Paramedic document. The learning outcomes of this unit are matched to the relevant capabilities, in order to align your development with the requirements of a paramedic.
Relating to
The evidence-based practitioner
This domain covers paramedics’ responsibility to engage in evidence-based practice and to critically monitor their actions through a range of reflective processes. It also addresses their responsibility for identifying, planning and implementing their ongoing professional learning and development needs.
Relevant Learning OutcomeLO1, LO2, LO4
Relating to
Draw on appropriate knowledge, resources and skills in order to make professional judgements
- Select or modify approaches to meet the needs of patients, their relatives and carers, reflecting culturally safe practice when practicing.
- Practise situational awareness to changes in risks or hazards and change their practice as needed to take account of new developments.
- Using appropriate resources to support professional decision-making.
- Demonstrate a level of skill in the use of information technology appropriate to their practice.
Relevant Learning OutcomeLO1, LO2, LO4
Relating to
The paramedicine practitioner
This domain covers profession-specific knowledge, skills and capabilities required for practice as a registered paramedic
Relevant Learning OutcomeLO2
Relating to
Understand the key concepts of the bodies of knowledge which are specifically relevant to paramedicine practice
- Understand the structure, function and pathophysiology of the human body, relevant to their practice, together with knowledge of health, human growth and development, disease, disorder and dysfunction.
- Understand the principles and applications of scientific enquiry, including the evaluation of treatment efficacy and the research process.
- Understand the theoretical basis of and the variety of approaches to assessment and intervention.
- Demonstrate an applied knowledge of human anatomy and physiology sufficient to understand the nature and effects of injury or illness and to conduct assessment and observation in order to establish patient management strategies.
- Understand psychological and social factors, including intergenerational trauma that impact and influence an individual in health and illness.
- Understand the clinical sciences underpinning paramedic practice, including physiological, pharmacological, behavioural and functional.
Relevant Learning OutcomeLO2