Year
2024Credit points
20Campus offering
Prerequisites
Completion of a minimum of 50cp in the Master of Digital Health
Incompatible
HLSC678 Industry Internship
Unit rationale, description and aim
To optimise the potential of digital health, practitioners in this space require advanced knowledge of theoretical concepts and evidence-based approaches to its application. This unit aims to provide a 'capstone' experience for students by affording them a research-based learning experience, involving the opportunity to investigate an area of relevance to the industry. Students will research a topic of interest, critically analyse relevant theories, concepts and/or data, and communicate the outcomes and its application in a meaningful way to a variety of audiences. Students will apply knowledge and skills developed in previous units to address the specific area of interest, with the results of their enquiry reported in a form consistent with industry expectations.
The aim of this unit is to provide students with the opportunity to undertake self-motivated study and transition to life-long learning as a self-reliant and critically reflective professional.
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.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Critically appraise literature and contemporary concepts relevant to research in digital health | GC1, GC2, GC3, GC7, GC8, GC9, GC10, GC11, GC12 |
| LO2 | Use specialised knowledge and technical skills to undertake a substantial research-based piece of scholarship | GC1, GC2, GC3, GC8, GC9, GC10 |
| LO3 | Display appropriate standards of technical and ethical conduct in professional practice and research | GC1, GC2, GC3, GC7, GC8, GC9, GC10, GC11, GC12 |
| LO4 | Use systems of information/data storage, retrieval, and reporting for research purposes and communication with specialist and non-specialist audiences | GC1, GC2, GC3, GC4, GC8, GC9, GC10, GC11, GC12 |
Content
Topics covered:
- identifying industry-relevant issues/problems
- planning and conducting an evidence-based project
- application of bibliographic and data management software packages
- ethical practice in research project design, implementation and reporting
- communication of project findings
Learning and teaching strategy and rationale
ACU Online
This unit uses an active learning approach to support students in the exploration of knowledge essential to the discipline. Students are provided with choice and variety in how they learn. Students are encouraged to contribute to asynchronous weekly discussions. Active learning opportunities provide students with opportunities to practice and apply their learning in situations similar to their future professions. Activities encourage students to bring their own examples to demonstrate understanding, application and engage constructively with their peers. Students receive regular and timely feedback on their learning, which includes information on their progress.
Learning and teaching strategies include active learning, case-based learning, web-based learning, and reflective/critical thinking activities, delivered over 12 weeks. These strategies will provide students with appropriate access to required knowledge, understanding and development of research skills. These strategies will allow students to meet the aim, learning outcomes and graduate attributes of the unit, as well as industry-relevant practice standards. 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 within group activities.
Assessment strategy and rationale
Standards-based assessment is utilised, consistent with University assessment requirements to enable students to achieve unit learning outcomes and develop graduate attributes. A range of assessment strategies are used including: a written task to assess approaches to project design and communication; and a written report or audiovisual presentation to assess knowledge and understanding of content, and research-related and communication skills.
Each assessment task aims to provide authentic learning experiences to assist students’ preparation for transition into professional work. The assessment tasks are designed to develop students’ knowledge and skills in project work which, by the conclusion of the course, will enable them to graduate the Master course as a self-reliant and critically reflective professional.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Assessment Task 1: Written Proposal
Enables students to apply research approaches and communication skills to develop a project relevant to digital health and its stakeholders. | 30% | LO1, LO2 |
Assessment Task 2: Written Report or Audiovisual Presentation
Enables students to demonstrate research skills, critical analysis, interpretation, and scholarship to draw conclusions and communicate outcomes and their application to a range of audiences. | 70% | LO1, LO2, LO3, LO4 |
Representative texts and references
Schwalbe, K. (2018). Information technology project management (9th ed,), Cengage Learning
Sleezer, C. M., Russ-Eft, D., & Gupta, K. (2014). A practical guide to needs assessment (3rd ed.). San Francisco, CA: John Wiley & Sons.