Rural Paediatric Theory and Context

This subject has the following teaching availabilities in 2015:

The course will be delivered at the Echuca Regional Health Education Centre at the Echuca Regional Hospital.

The location of clinical placements will be discussed and selected in consultation with individual students and will be based on their professional needs.

170 hours per 12.5 credit point subject.

To enrol in this subject, you must be admitted in GC-RPP. This subject is not available for students admitted in any other courses.

For the purposes of considering requests for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this course are articulated in the Course Overview, Objectives and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this course are encouraged to discuss this matter with a Faculty Student Adviser and the Disability Liaison Unit: http://www.services.unimelb.edu.au/disability/

The theory and context of rural paediatrics will examine the key concepts underpinning rural health practice; rec ognise multidisciplinary rural health services in primary care; and understand and apply theories of child development. The context in rural paediatrics comprises understanding rural paediatric health services, the principles of family centred practice and improving cultural literacy, including indigenous, under-resourced or culturally diverse child populations. The three topics in child development in a family centred context are: understanding the infant (introduction to foetal and system development, infant development and developmental delay, communication and behaviour); understanding the child (children at school and in sport, and variations in child development); and communicating with the adolescent (growth, puberty, compliance and mental health). The subject will extend the student’s clinical reasoning, learning and understanding of challenges of environmental issues and disability. Specific conditions are case based. Students will present on one of the topics as part of the course.

By the end of this subject, students will have had the opportunity to;

• Develop a conceptual understanding of rural health practice
• Gain insight into multidisciplinary approaches to health in assessment of infants, children and adolescents using principles of family centred practice
• Appreciate the context and improve cultural literacy in rural paediatrics including in indigenous health and child populations where there is cultural diversity
• Establish a deeper understanding and knowledge of the typically developing infant, child and adolescent and some variations
• Demonstrate communication, assessment and presentation skills in relation to infants, children, adolescents, families and multidisciplinary health professionals

• One 30 minute class presentation (40%) during the intensive teaching period,
• One written assignment – 4000 words (60%) due at the end of semester

Nil

This subject is not available as a breadth subject.

The generic skills obtained by successfully completing this subject include:

• a capacity for self-directed learning and the motivation for life-long independent learning.
• an advanced level of oral and written communication.
• an ability to critically evaluate and synthesise research literature.
• a capacity to manage competing demands on time.
• an appreciation of the team approach to learning in complex areas.