School of Health Sciences

HLTH1013 Professional Competencies in Health

Autumn 2023
 Western Sydney University acknowledges the peoples of the Darug, Dharawal, Eora and Wiradjuri nations. We also
acknowledge that the teaching and learning currently delivered across our campuses is a continuance of the teaching
and learning that has occurred on these lands for tens of thousands of years.

Subject Details

Subject Code: HLTH1013

Subject Name: Professional Competencies in Health
Credit Points: 10
Subject Level: 1
Assumed Knowledge: Not Applicable

Note: Students with any problems, concerns or doubts should discuss those with the Subject Coordinator as early as they can.

Subject Coordinator
Name: Dr Caterina Tannous
Phone: 4620 3341
Location: at Campbelltown Campus (Mondays) or via Zoom
Email: c.tannous@westernsydney.edu.au
Consultation Arrangement:
Please email me to arrange an appointment

Edition: Autumn 2023

Copyright ©2023 University Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K No part of this publication may be reproduced or transmitted in any form or by any means,
electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without the prior written permission from the Dean of the School. Copyright for acknowledged materials reproduced
herein is retained by the copyright holder. All readings in this publication are copied under licence in accordance with Part VB of the Copyright Act 1968.
Contents
1 About Professional Competencies in Health 2
1.1 An Introduction to this Subject . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.2 What is Expected of You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.3 Changes to Subject as a Result of Past Student Feedback . . . . . . . . . . . . . . . . . . . . . . . . 4

2 Assessment Information 5
2.1 Subject Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2.2 Approach to Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2.3 Contribution to Program Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
2.4 Assessment Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
2.5 Assessment Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
2.5.1 Short report + Search Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
2.5.2 EPortfolio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
2.5.3 Case Study Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
2.5.4 Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
2.6 General Submission Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

3 Teaching and Learning Activities 24

4 Learning Resources 27
4.1 Recommended Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Note: The relevant Learning Guide Companion supplements this document

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1 About Professional Competencies in Health

1.1 An Introduction to this Subject

This subject, taken in the first term for commencing students in health science programs, offers an introduction
to foundation knowledge and skills required for future practice in the health workforce. Students will gain an
understanding of their roles and will develop skills required for safe, responsible and ethical practice required as
health professionals. There is a specific focus on developing students’ understanding of the roles of others in the
interprofessional health care team as a way of establishing -professional identity. The International Classification
of Functioning provides a framework within which client centred and community focussed approaches to practice
is discussed. The subject also uses a ’student capital’ framework to facilitate reflection of academic capability and
development of skills required for success at university.

1.2 What is Expected of You

Study Load

A student is expected to study an hour per credit point a week. For example a 10 credit point Subject would require
10 hours of study per week. This time includes the time spent within classes during lectures, tutorials or practicals.

Note for Summer Terms: As Summer subjects deliver the same content and classes over a shorter period of time,
the subjects are run in a more intensive mode. Regardless of the delivery mode, the study hours for each subject in
Summer will be around 30 hours.

Attendance

It is strongly recommended that students attend all scheduled learning activities to support their learning.

Online Learning Requirements

Subject materials will be made available on the Subject’s vUWS (E-Learning) site (https://vuws.westernsydney.
edu.au/). You are expected to consult vUWS at least twice a week, as all Subject announcements will be made via
vUWS. Teaching and learning materials will be regularly updated and posted online by the teaching team.

Special Requirements

Essential Equipment:
Not Applicable
Legislative Pre-Requisites:
Not Applicable

Policies Related to Teaching and Learning

The University has a number of policies that relate to teaching and learning. Important policies affecting students
include:

– Assessment Policy
– Bullying Prevention Policy and
– Guidelines
– Enrolment Policy

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 – Examinations Policy
– Review of Grade Policy
– Sexual Harassment Prevention Policy
– Disruption to Studies Policy
– Student Misconduct Rule
– Teaching and Learning - Fundamental Code
– Student Code of Conduct

Academic Integrity and Student Misconduct Rule

Western cares about your success as a student and in your future career. Studying with academic integrity safeguards
your professional reputation and your degree. All Western students must:

– be familiar with the policies listed above;

– apply principles of academic integrity;
– act honestly and ethically in producing all academic work and assessment tasks; and
– submit work that is their own and acknowledge any sources used in their work.

Each time you submit an assessment, you will declare that you have completed it individually, unless it is a group
assignment. In the case of a group assignment, each group member should be ready to document their individual
contribution if needed. You will also declare that no part of your submission has been:

– copied from any other student’s work or from any other source except where appropriate acknowledgement is
made in the assignment;
– submitted by you in another (previous or current) assessment, except where appropriately acknowledged, and
with prior permission from the Subject Coordinator;
– made available to others in any form, where individual work is required;
– written/produced for you by any other person.

The Student Misconduct Rule applies to all students of Western Sydney University including Western Sydney Univer-
sity programs taught by other education providers. You must not engage in academic, research or general misconduct
as defined in the Rule or you may be subject to sanctions. The University considers submitting falsified documentation
in support of requests to redo, resit or extend submissions, including sitting of deferred examinations, as instances of
general misconduct.

More information on studying with integrity is available on the Study with Integrity webpage. It is your responsibility
to apply these principles to all work you submit to the University.

Avoid using external ’support’ sites or other external help

To avoid the risk of your assignment being shared without your knowledge, do not upload your assignment to any
external sites for spelling, grammar or plagiarism checks. Your safest option is to use the free services provided by
Library Study Smart or Studiosity.

Avoid using any websites that:

– allow sharing of assignments or other material

– reward sharing of material with credits, tokens; or access to additional materials/features/services;
– provide answers to textbook or assignment/exam questions;
– provide free sample assignments; and/or include order buttons and prices; and/or
– invite you to submit your assignment for plagiarism or grammar or other checks.

Engagement with academic cheating sites will be regarded as misconduct. Academic cheating services often market
themselves as ’support’. Engagement with these sites includes:

– Sharing assignments or course material;

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 – Using online tools provided by these sites to check for plagiarism, grammar or spelling; and/or
– Purchasing writing services, or obtaining a copy of an assignment.

Uploading your work to these sites may lead to your work being shared with others with or without your knowledge
and consent.

The Australian Government monitors current and past students’ use of academic cheating services, and may report
student material found on these sites or other forms of engagement to universities.

Current students with items found on academic cheating sites face sanctions under the Student Misconduct Rule.
Outcomes for graduates may include revocation of award. For more information see https://www.westernsydney.
edu.au/currentstudents/current_students/student_misconduct_rule.

More advice can be found on the Study with Integrity webpage.

Need help?

If you are having difficulties with understanding or completing an assessment task, contact your Subject Coordinator
as soon as possible. Western also has a range of academic support services, including:

– Library Study Smart: book a one-to-one Zoom consultation with a literacy expert. You can discuss how
to develop your assignment writing and study skills or seek assistance to understand referencing and citation
requirements. Check the Library Study Smart website for how-to study guides and tools.
– Studiosity: Upload your assignment draft to Studiosity within vUWS to receive writing feedback within 24
hours.
– Online workshops, programs and resources: From maths and stats help to academic literacy and peer support
programs, the University has a range of resources to assist.

Please also remember that there is a range of wellbeing support available - from counselling and disability services to
welfare.

1.3 Changes to Subject as a Result of Past Student Feedback

The University values student feedback in order to improve the quality of its educational programs. The feedback
provided helps us improve teaching methods and Subjects of study. The survey results inform Subject content and
design, learning guides, teaching methods, assessment processes and teaching materials.

You are welcome to provide feedback that is related to the teaching of this Subject. At the end of the semester you
will be given the opportunity to complete a Student Feedback on Subject (SFU) questionnaire to assess the Subject.
You may also have the opportunity to complete a Student Feedback on Teaching (SFT) questionnaire to provide
feedback for individual teaching staff.

As a result of student feedback, the following changes and improvements to this subject have recently been made:

– Based on student feedback we have reduced the number assessment tasks in 2023. The special requirements
documents are no longer a threshold requirement; but students will still be encouraged to complete and submit
these as part of their ePortfolio. We have also decided to no longer use the online eportfolio program called
MyShowcase. Instead students will submit all assessment tasks through vUWS.

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2 Assessment Information

2.1 Subject Learning Outcomes

Outcome
1 Reflect and identify academic and professional capacity needs
2 Practice information and academic literacy skills for ensuring academic success in a health science degree
Describe and apply principles to ensure ethical and responsible practice in the current academic and future
3
health professional environment
Use global models of health and well-being concepts to demonstrate an holistic understanding of health
4
within the framework of person-centred practice
5 Describe and apply principles of safe practice in the health sciences
6 Describe and apply the legal responsibilities and obligations of health science professionals
7 Explain and describe approaches used in inter-professional health science teams

2.2 Approach to Learning

Attendance: It is strongly recommended that you attend your weekly tutorial (on campus or online) to support your
learning. Students with a poor attendance record may find themselves at risk of not passing assessment tasks. Weekly
content and materials and lecture videos will be made available on the subject’s vUWS (E-Learning) site. You are
expected to consult vUWS at least twice a week, as all announcements will be made via vUWS. Teaching and learning
materials will be regularly updated and posted online.

Online Learning Requirements, Lecture notes and worksheets will be made available on the E-Learning (Blackboard)
link on The University home page http://www.westernsydney.edu.au/

This subject uses an interprofessional education approach. Tutorial classes are mixed with students from different
health courses so that students have an opportunity to learn by engaging with each other. This helps them learn
more about their own role and the roles taken by other health professionals and the importance of working effectively
as a health care team.

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 2.3 Contribution to Program Learning Outcomes

Western Sydney University Graduate Attributes

Graduate Attributes SLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6 SLO 7

1. Enacts the principles of intellectual enquiry. Introduced Developed Introduced Introduced Introduced
2. Applies knowledge and skills to curate and communicate ideas Introduced Introduced Introduced Introduced
truthfully, with purpose and impact.
3. Demonstrates a commitment to life-long learning. Introduced Introduced Introduced Introduced Introduced Introduced Introduced
4. Actively collaborates in partnership, with respect and reciprocity. Introduced Introduced
5. Acts ethically and responsibly with and for Indigenous Australian Introduced Introduced Introduced
peoples and communities.
6. Contributes to a sustainable, diverse, and socially-just world.
6

4656: Bachelor of Health Science

Program Learning Outcomes SLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6 SLO 7
1. Apply theoretical and practical knowledge to investigate, research Introduced Introduced Introduced Introduced
and enhance health outcomes in local and international contexts.
2. Apply in-depth knowledge to interpret and solve health related Introduced Developed Introduced
problems and apply interventions and management solutions in the
chosen discipline area.
3. Communicate effectively with diverse groups and individuals within Introduced
health service contexts, utilising a range of formats and strategies.
4. Collaborate effectively and inclusively with a range of stakeholders Developed Introduced
within and outside interprofessional contexts.
5. Develop respectful relationships and practice within Indigenous Introduced Introduced
Australian contexts in ways that validate and preserve culture,
experiences and achievements and promote health and well-being.
 6. Promote equitable and inclusive healthcare through policy and Introduced Introduced
practice.
7. Demonstrate and promote ethical conduct, intellectual integrity, Introduced
culturally safe environments, social justice principles and
professionalism in health contexts
8. Initiate and contribute positively to sustainable change and Introduced Introduced Introduced
improvements in health in a diverse and evolving world.
9. Reflect critically on professional development needs and Introduced Introduced Introduced Introduced Introduced
opportunities that address continuous change in the evolving health
and community context.
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2.4 Assessment Summary

The assessment items in this Subject are designed to enable you to demonstrate that you have achieved the Subject
learning outcomes. Completion and submission of all assessment items which have been designated as mandatory or
compulsory is essential to receive a passing grade.

To pass this Subject you must:

Achieve an overall mark of 50/100

Item Weight Due Date SLOs Assessed Threshold

Short report + Search 20% Friday of Week 5 at 11:59 pm 1-3 No
Strategy
EPortfolio 30% Friday of Week 9 at 11:59pm 1 No
for the reflective summary and
Friday of Week 15 at 11:59pm
for the annexures
Case Study Assignment 40% Friday of Week 14 at 11:59 pm 1-4, 6, 7 No
Quiz 10% Friday of Week 11 at 11:59pm 3, 5, 6 No

Feedback on Assessment

Feedback is an important part of the learning process that can improve your progress towards achieving the learning
outcomes. Feedback is any written or spoken response made in relation to academic work such as an assessment
task, a performance or product. It can be given to you by a teacher, an external assessor or student peer, and may
be given individually or to a group of students. As a Western Sydney University student, it is your responsibility to
seek out and act on feedback that is provided to you as a resource to further your learning.

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2.5 Assessment Details

2.5.1 Short report + Search Strategy

Weight: 20%
Type of Collabora- Individual
tion:
Due: Friday of Week 5 at 11:59 pm
Submission: A template will be available on the vUWS site to help structure this assignment. Submit
the completed template through the Turnitin link in the HLTH1013 vUWS site. An
assignment coversheet is not required for online assignment submission.
Format: STRUCTURE (as per summary report template provided)
TITLE OF THE REPORT: State the health condition you have selected for this report
PART 1: Search Strategy: provide answers to specific sections of the template relating
to what search strategies you used to find your 3 publications. Suggested word length
100-150 words.
PART 2: Summary
A search strategy and short report summarising findings from three (3) publications around
the health condition you have chosen. The report should include a definition of the health
condition, symptoms, how the condition impacts on the person’s life and treatment op-
tions. The summary should include a brief introduction, about 3 paragraphs for the body
of the report and a short conclusion. Suggested word length: 600-650 words.
REFERENCE LIST: Using APA7 referencing style, include a reference list for the publi-
cations you have used in the report.

Please see the assessment resource located on vUWS for more detailed instructions and
guidance

Length: 750 words

Curriculum Mode: Report

Future health professionals must know how to find credible information and summarise it in a way that is articulate
and easily understood. They must also know how to find credible information, as evidence to support what they do
and why they do this in their health practice.

The purpose of this assignment is to demonstrate your knowledge and skills in information searching, summarising
and academic writing and referencing.

Length: 750 words. Ten percent above or below this amount is allowable without penalty. Over 10% outside the
word limit will attract a deduction of 2 marks from your final mark of the assignment.

Feedback details: Online feedback will be made available typically 4 weeks following submission. Students are
encouraged to read through and consider the feedback when preparing future assignments.

Rationale
This assessment will promote: - proficiency in using the standard functions of vUWS
- proficiency in accessing learning resources on vUWS and in the library
- competent use of text-matching software, such as Turnitin, to enhance academic integrity
- identification and use of common health related terms
- use of library searching strategies to locate publications relating to a health condition
- use of interpretation and summarising skills
- use of referencing and citation conventions in the health sciences

Learning Outcomes Addressed

These aspects are closely related to the Subject Learning Outcomes 1, 2 and 3.

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Task You will be expected to go through 4 steps in accomplishing this assessment item. Step 1 Choose a health
condition; Step 2 Search for the three publications and document the search strategy taken in Part A of the template;
Step 3 Write the summary report in Part B of the template and Step 4 Submit through Turnitin.

Step 1: Choose ONE of the following health conditions based on what interests you or will be relevant in your future
health professional role: - Osteoarthritis (OA)
- Dementia
- Attention deficit hyperactivity disorder (ADHD)
- Epilepsy
- Cerebrovascular accident (CVA)
- Asthma
- Drug addiction
- Schizophrenia
- Chronic renal failure
- Hypercholesterolemia
- Sciatica
- Depression
- Downs Syndrome
- Anxiety disorder
- Occupational overuse disorder OR Repetitive strain injury (RSI)
- Alcohol use disorder
- Obsessive compulsive disorder
- Angina
- Anorexia Nervosa
- Autism spectrum disorder or Asperger’s syndrome
- Body dysmorphic disorder
- Post traumatic stress disorder (PTSD)
- Pes Planus (flat feet)
- Achilles tendonitis
- Vertigo
- Chronic fatigue syndrome
- Multiple sclerosis
Each condition listed has high community prevalence or high community impact. As a health science professional, you
are therefore likely to come across students, clients or community members who have one of these conditions. Choose
the one that most interests you and/or is most relevant to your future professional role. In Assessment 3 - Case
study, you will be required to describe an intervention you may use as a health professional in your field for someone
with this condition. This summary report will help develop your understanding of this condition in preparation for
the case study assignment.

Step 2: Using the library searching skills you have developed through this subject, find the following 3 publications
that will provide information to help you better understand this condition: - 1 academic journal article
- 1 government publication or government authored website
- 1 academic book or book chapter
Ensure these publications are scholarly and reputable sources and published within the last 5 years.

Step 3: Prepare a summary report on the clinical condition using the 3 publications. This assignment should be
completed in the template provided in the vUWS site. The summary report template is in a word document format.
You can type your assignment directly into the template. As you begin the assignment make sure you ’save as’ onto
your own computer or usb with a different file name containing the assignment title, your name and your student
number eg. ”Report Nicole Kidman 12345432”. Please use the template to ensure you complete all required sections
of the summary report. Please see the assessment resource on how to write up the summary report located on vUWS
for more detailed instructions and guidance.

Step 4: Submit your assignment online through Turnitin. Make sure that the title of your assignment contains your
name and student number. For example: ”NicoleKidman 98765432 SummaryReport”. An assignment cover- sheet is
not required for online assignment submission.

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Marking Criteria:

Part 1: Search Strategy

Criteria Unsatisfactory Expected performance High Performance Excellent performance Outstanding

Completion of the No or very little The template is
search strategies completion of the mostly completed
template search strategy that:
section of template Identifies some search
AND/OR the terms relevant to the
template is completed assignment;
with invalid Uses one Boolean
information operators correct to
group terms;
Identifies some
relevant limiters;
Identifies some
criteria for selecting
suitable publications
6 marks 1-2 3-3.5
performance
All sections in the All sections in the All sections in the
template are template are clearly template are clearly
completed that: completed that: and concisely
Identifies some search Identifies a range of completed that:
terms highly relevant search terms highly Identifies a range of
to the assignment; relevant to the search terms
Uses both Boolean assignment; pertinent to the
operators correctly to Uses Boolean assignment;
group terms; operators and Uses Boolean
Identifies some highly truncation correctly operators and
relevant limiters; to group terms; truncation correctly
Identifies some key Identifies a range of and efficiently to
criteria for selecting highly relevant group terms;
suitable publications. limiters; Identifies a range of
Identifies a range of highly relevant and
key criteria for efficient limiters;
selecting suitable Identifies a range of
publications. well-developed criteria
for selecting suitable
publications.
4-4.25 4.5-5 6

Part 2: Summary Report

Criteria Unsatisfactory Expected High Performance Excellent Outstanding

performance performance performance
Summary of each Summary misses most Good inclusion of Very good summary Excellent summary A exceptionally clear
publication covering: required elements definition, symptoms including a definition, including a definition, and concise summary
- Definition of the Over-reliance on the and description of symptoms and symptoms and including a definition,
health condition, original, such as impact and description of impact description of impact symptoms and
symptoms excessive use of direct treatment, though and treatment; and treatment, description of impact
- Impact on the quotes and/or the summary may though summary can prioritising key and treatment,
person’s life paraphrasing contain irrelevant be lengthy or information and prioritising key
- Treatment options repeating more than information or miss repetitive omitting most details information and
25% of the original. some key details not integral to the omitting all details
relating to the Uses own words, with above. not integral to the
elements. minimal use of direct Summary is generally above.
Attempt to use own quotes; paraphrasing independent from the Summary is
words, with some use mostly independent original, with some completely
of direct quotes; from the original. useful interpretation independent from the
paraphrasing contains of the author’s main original, with
less than 25% of the points and insightful
original. conclusions on the interpretation of the
health condition. author’s main points
and conclusions on
the health condition.
12 marks 2-4 6-7 8-8.5 9-10 11-12
Academic writing Report is Attempts to structure Report is mostly well Report is generally Report is consistently
skills: disorganised; the Report, however, constructed; well constructed with well constructed with
annotation information in paragraphs may clear paragraphs. clear and concise
paragraphs have no paragraphs may vary include some Conventional spelling, paragraphs.
clear point and/or from the topic information varying grammar and Conventional spelling,
structure. sentence. from the topic punctuation, with grammar and
Non-conventional Frequent errors in sentence. some minor errors. punctuation, maybe
spelling, punctuation spelling, punctuation Occasional errors in Competent use of with some typos only.
and grammar interfere and grammar but spelling, academic vocabulary Advanced use of
with meaning. they do not interfere punctuations, and and expressions, academic vocabulary
Limited use of with meaning. grammar. maybe with some and expressions.
academic vocabulary Attempts to use Sufficient use of minor errors only.
and expressions. academic vocabulary academic vocabulary
and expressions, and expressions, may
though with be with some errors.
occasional errors.
6 marks 1-2 3-3.5 4-4.25 4.5-5 6

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Criteria Unsatisfactory Expected High Performance Excellent Outstanding
performance performance performance
Reference formatting References not APA7 style used Referencing mostly Referencing generally Referencing
according to APA7 inconsistently, with follows APA7 style, follows APA7 style, consistently follows
style, with frequent some major errors with some minor with minimal minor APA7 style, with no
errors. including some key errors only. errors only. errors.
information Minor errors includes
(Author/year/ti- the misplacement or
tle/no./pages) omission of full stops,
missing from the commas,
citation; the incorrect capitalisation, italics,
order of information or brackets.
in the citation, or
reference list not in
alphabetical order or
not containing
hanging indents.
6 marks 1-2 3-3.5 4-4.25 4.5-5 6
Tentative Mark out of 30
Converted to a mark
of of 20

DEDUCTIONS

Word limit Is above the word limit by more Deduct 2 marks

Late Turnitin Submission
than 750 words (10%)
(word count does not include
in-text references/reference list)
Deduct 10% of the assignment’s Deduct 2 marks per each day
worth for each day the assignment
is late (incl. Sat/Sun) (ref: UWS
Assessment Policy)

FINAL MARK out of 20

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2.5.2 EPortfolio

Weight: 30%
Type of Collabora- Individual
tion:
Due: Friday of Week 9 at 11:59pm for the reflective summary and Friday of Week 15 at 11:59pm
for the annexures
Submission: Submission is through vUWS
Format: The ePortfolio has 2 parts; a reflective summary using the Graduate Capital Framework,
and a set of annexures, comprising of 3 special requirement documents and additional
certificates which demonstrate achievement of competencies for future health professional
work.

Length: 750 words

Curriculum Mode: Portfolio

Length: 750 words (Ten percent above or below this amount is allowable without penalty. Over 10% outside the
word limit will attract a deduction of 2 marks from your final mark of the assignment. In-text citations for the
publications eg. (John, 2019), and the reference list at the end of the report are not counted towards the word
limit).

Learning Outcomes Addressed

These aspects are closely related to the Subject Learning Outcomes 1.

Task

1. Eportfolio Reflective Summary (Due Friday Week 9)

Use the following statement as a prompt for the reflective summary:

Using the Graduate Capital Framework (GCF) (Tomlinson, 2017), reflect on aspects of your human, social, cultural,
identity and psychological capital to discuss:

- What are your strength and competencies in these areas of capital?

- How these strengths and competencies can be used when working with clients/communities/populations or other
members of the health professional team?

Provide examples throughout your reflection and use at least three (3) reputable academic sources to support your
discussion. Lecture notes can be used to identify appropriate sources but should not be used as references.

Please note: You do no need to include all 5 areas of capital in your reflection.
Consider:

- How can your strengths/competencies be used in future working with clients/communities/population groups/
members of the health professional team
- Give practical examples of how you would use your competencies in practice when working with clients /communities
/ population groups / members of the team
- Use literature (pertaining to the Graduate Capital Framework) to support why use of these skills/competencies are
important when working with clients and the impact on achieving service goals.
- Relate your skills to the competencies that you have been learning about in this subject
The aim of the reflective summary is to identify your strengths and how you can use these when working with
clients/population groups/ members of the team. The idea is for you to reflect on what your strengths are and where
you still need to develop. It will not count negatively to discuss what you have not been able yet to translate to
practice the knowledge you have learned. It is important, however, to acknowledge your shortcomings and identify

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how you can ensure you improve on those competencies.

Reference list: include in-text referencing and a reference list for all the publications you have used in the reflective
summary, using APA7 referencing style.

2. Eportfolio Annexures (Due Friday Week 15)

The Eportfolio requires you to submit 3 special requirement documents and additional certificates that show your
developing knowledge and skills for future health professional practice.

The 3 special requirement documents are required for future work placement in NSW Health and the broader health
sector. In addition to being a part of this assessment, health science students will also need to upload these to the
WesternNow Student Portal so they can be attached to your student record. These are the:

1. Working with Children check (WWCC)

2. National Police Check

3. First Aid Certificate

Please watch the video on the vUWS site in the Assessment Zone 2 folder to learn more about how to obtain these
3 special requirements.

Some students in this subject may be exempt (excused) from these 3 special requirement documents listed
above. These are:

- International students studying off-shore (outside of Australia)

- Students not enrolled in a health science course

- For the Working with Children Check (WWCC), students under the age of 17 years and 9 mths.

If one or more of these criteria apply to you, please contact the subject coordinator

Any combination of the additional following certificates/ evidence of quiz completion may be included in
your ePortfolio submission to obtain a higher mark according to the rubric for this task.
information about these additional activities are in the vUWS site:

- Academic Integrity Module

- COVID19 Infection Control Department of Health

- Hand Hygiene Certificate

- Infection Control Quiz

- Western Sydney University Work Health and Safety Training

- Child Protection Awareness Training Module

- Recent LinkedIn Learning Training

Resources:

Assessment support material will be posted on vUWS and guidance will be provided during class time. It is imperative
that you review the online learning resources and assessment support material before completing this assessment.
Deductions:

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Word limit Is above the word limit by more Deduct 2 marks
than 750 words (10%)(word count
does not includein-text
references/reference list)
Late Submission Deduct 10% of the assignment’s Deduct 3 marks per each day
worth for each day the assignment
is late (incl. Sat/Sun) (ref: UWS
Assessment Policy)

15
Marking Criteria:

Criteria Unsatisfactory Expectedperfor- High Performance Excellentperformance Outstandingperfor-

mance mance
Reflexivity- Little to no Limited self-reflection Appropriate Thoughtful Sophisticatedself-
Levelofreflection on self-reflectionoruseof in regards to the self-reflection in self-reflection in reflection in regards
own competencies the Graduate Capital Graduate Capital regards to the Gradu- regards to the Gradu- to the GraduateCapi-
and skills (5%) Framework Framework ateCapitalFramework ateCapitalFramework talFramework
5 marks 0-2 2.5-3 3.5 4 5
Application- Little to no analysis Some analysis of use Good analysis of use Insightful analysis of Comprehensive and
Analysisof use of of use of strengths for of strengths for future of strengths for future use of strengths for sophisticated analysis
strengths in practice future practice. practice. practice. future practice. of use of strengths for
and benefits of Little to no research Researchevidenceon- Researchevidenceon- Quality research future practice.
Graduate Capital evidenceonbenefits of benefits of GCF is benefits of GCF is evidenceonbenefits of Highqualityre-
Framework (CF) in GCF is presented and scarcely presented presented and GCF is presented and searchevidence on
meeting service goals is poorly integrated and usually poorly integrated with some integrated with benefits of GCF
(10%) with integrated with practice examples practice examples presented and
practice examples practice examples integrated with
practiceexamples.
10 marks 0-4 5-6 7 8-9 10
Academic writing Assignment is Attempts to structure Assignment is mostly Assignment is Assignmentisconsis-
Skills (5%) disorganised;para- the assignment, well-constructed; generally well- tently
graphshaveno clear however, paragraphs paragraphs mostly constructed with clear well-constructed with
point and/or may contain contain relevant paragraphs. clear and concise
structure. irrelevant contents. contents. Referencinggenerally paragraphs.
References not APA style used Referencing mostly follows APA style, Referencingconsis-
according to APA inconsistently. Some follows APA style, with some minor tently follows APA
style, with frequent referencesmissingor with some errors only. errors only. style, with no errors.
errors. incorrect. Frequent Occasional errors in Conventional spelling, Conventional spelling,
Non- errors in spelling, spelling, punctuations grammar and grammar and
conventionalspelling, punctuation and and grammar. punctuation, with punctuation, maybe
punctuation and grammar but they do Sufficient use of aca- some minor errors. with some
grammar interfere not interfere with demicvocabularyand- Competent use of typosonly.Advanced
with meaning. meaning. Attempts to expressions,may be academicvocabulary use of academic
Limited use of use academic with some errors. and expressions, vocabulary and
academic vocabulary vocabulary and maybe with some expressions.
and expressions. expressions, though minor errors only.
with occasional errors
5 marks 0-1 2 2.5-3 4 5
Annexures(10%)
PortfolioAnnexures No WWCC, Police check WWCC,Po- WWCC,Po- WWCC,Po-
annexuressubmitted and First Aid licecheckand First Aid licecheckand First Aid licecheckand First Aid
or Certificate submitted Certificate plus 3-4 Certificate plus 5-6 Certificate plus 7-10
WWCC, Police Check with plus 1-2 other other annexures other annexures or more annexures
and First aid annexures submitted submitted submitted submitted
certificate not
submitted
10 marks 0 5-6 marks 6.5-7 marks 7.5-8 marks 8.5-10 marks

16
2.5.3 Case Study Assignment

Weight: 40%
Type of Collabora- Individual
tion:
Due: Friday of Week 14 at 11:59 pm
Submission: Through the Turnitin link in the HLTH1013 vUWS site. An assignment coversheet is not
required for online assignment submission
Format: Recommended structure for the case study

Section 1: Description of the case (200 words)

In this section, you will be expected to describe a person’s condition and how the condi-
tion, when combined with contextual factors, impacts on his/her level of functioning in
terms of impairments, daily activity limitations and social participation restrictions. You
will be expected to use ICF components in your description.

Section 2: Description and justification of your intervention (450words) In this section,

you will be required to:
a. define your role as a health professional (either in direct client/community service de-
livery or as an administrator of a health service organisation or public health professional)
b. identify and describe an intervention you may offer in the role you have defined to pro-
mote this person’s level of functioning (either in direct service delivery to the client/com-
munity or in administration or public health. Use scholarly publications/references to
support your choice of intervention.
c. identify what components of the ICF your intervention may target.
d. identify any risks involved with the intervention and describe two strategies that will
help to minimise these risks.
- An intervention refers to something you do as a health professional to assist the person
(client/patient), community or population group. It can include a treatment, activity,
initiative, policy, program or a service.
- Scholarly publications refer to academic references (books/journal articles) that are
trustworthy and credible. With regard to websites, only publications from .gov or .edu are
permitted.

Section 3: Identification of another health professional in the team and description of

his/her role (300 words)
In this section, you will be required to:
a. identify and describe the role of another health professional who is also working with
this person/community/population group as part of the inter-professional team.
b. specify what components of the ICF this role may target. Use scholarly publications
to support this section.

Section 4: Specification of professionalism characteristics (300 words)

Choose 3 characteristics of professionalism and describe how you will demonstrate these
when conducting your intervention as described in Section 2. Use scholarly publications
to support your description of professional characteristics.

Section 5: Description and justification of person-centred/ community or population-

centred strategies (250 words)
Describe 2 strategies you will implement to ensure that your practice is person-
centred/population-centred. Use scholarly publications to support your strategies.

Length: 1,500 words

Curriculum Mode: Case Study

Length: 1500 words (excluding in-text referencing and reference list). Ten percent above this amount is allowable

17
without penalty. Over 10% outside the word limit will attract a deduction of 2 marks from your final mark of the
assignment.

Submission Details: Through the Turnitin link in the vUWS site. An assignment coversheet is not required for
online assignment submission

Feedback details: Online feedback will be made available after results are released for the subject. Students are
encouraged to read through and consider their feedback when preparing future assignments.

Rationale
This assessment item requires you to:
- access learning resources on vUWS and via the library website and appropriately reference these learning resources
- use common medical, health and health policy terminology accurately
- identify and describe a clinical condition relating to a person accurately using ICF components correctly
- describe the roles and activities of relevant members of an inter-professional team, using ICF components.
- identify and describe the risks associated in health science practice and specify strategies to minimise the risks
- identify and describe characteristic features of professionalism in the day to day activities of health science practice
- describe and apply a client-centred practice approach to health science practice

Learning Outcomes Addressed

These aspects are closely related to the subject Learning Outcomes 1-4,6-7.

Task
This case study assignment will require you to apply aspects of professional health science practice to a case study
created by you. You will be required to select one of the clinical conditions listed for the summary report and write
up a case study of a person with that clinical condition. You may choose the same condition that you used for the
summary report; however this is not a requirement. You are strongly recommended to use the proposed structure in
writing up your case study.

18
Marking Criteria:

Criteria Unsatisfactory Expected High Performance Excellent Outstanding

performance performance performance
Description of the Limited description Attempts to describe Detailed and accurate Clear, concise and Comprehensive and
case that fails to provide the person’s description of the accurate description accurate description
an accurate account condition, relevant condition, relevant of the condition, all of the condition;
of the case regarding contextual factors contextual factors and relevant contextual thoughtful
condition, relevant and their impact on their impact on the factors and thoughtful identification of
contextual factors and his/her functioning, person’s functioning, impact on the relevant contextual
their impact on the though the though may lack in person’s functioning. factors and insightful
person’s functioning. description is clarity at times. Advanced use of ICF discussion of their
No use of ICF superficial at times. Competent use of ICF components, with no impact on the
components. Attempts to use ICF components, with errors. person’s functioning.
components, with some minor Effective use of ICF
some inaccuracies inconsistencies only. components that
and/or highlights key aspects
inconsistencies. of the case.
5 marks 0-2 2.5-3 3.5 4 5
Description and No or limited Basic definition of the Detailed definition of Clear, concise and Succinct and accurate
justification of your definition of the role. role, with some the role, though some accurate description description of the role
intervention Limited description incorrect information information might be of the role. Comprehensive
and justification of about the role. incorrect. Clear and concise description of an
the intervention; or Attempts to describe Detailed description description of a well- insightful and well
the intervention is a basic intervention of a working developed developed
invalid. relevant to the role, intervention relevant intervention for the intervention for the
Limited reference to though the to the role, with a role, with thoughtful role, with insightful
the ICF components. justification is detailed justification. justification. justification.
Limited discussion of simplistic. Frequent and Accurate and Consistent, clear and
potential risks and Sufficient reference to accurate reference to consistent reference accurate links to the
minimisation ICF components. ICF components. to ICF components. ICF components.
strategies, or the Attempts to identify Most relevant risks Accurately identifies accurately identifies
discussion is invalid. some relevant risks are identified, with 2 all risks, with 2 risks that are
and 2 minimisations thoughtful well-developed pertinent to the
strategies; though the minimisations minimisation intervention, with 2
strategies are basic. strategies. strategies. insightful
Uses at least 3 Uses at least 4 Uses a range of minimisation
scholarly references. scholarly references. scholarly references. strategies.
Uses a wide range of
scholarly references.
12 marks 0-5.5 6-7 8 9-10 11-12
Identification of No attempt to Identifies another Correctly identifies Correctly identifies Correctly identifies
another health identify another professional, though another professional another professional another professional
professional and health professional, or his/her role is not relevant to the team who is highly relevant who is significant to
description of their the professional is directly relevant to and/or your role. to the team and your the team and your
role remotely relevant in the team or your role. Detailed description role. role.
the team. Basic description of of his/her role, with Clear and concise Comprehensive
Limited description of his/her role with frequent reference to description of his/her description of his/her
the role, with no link some reference to ICF ICF components. role, with accurate role, with consistent,
to ICF components. components. Uses sufficient and consistent clear and accurate
Uses some scholarly scholarly references. reference to ICF links to ICF
references. components. components.
Uses a range of Uses a wide range of
scholarly references. scholarly references.
7 marks 0-3 3.5-4 5 5.5 6-7
Specification of Specifies less than Specifies three Specifies three Specifies three Specifies three
professionalism three characteristics, relevant characteristics that characteristics that characteristics that
characteristics or the plan for characteristics, with a are highly relevant to are pertinent to the are significant to the
implementing these is basic plan for the intervention and intervention and intervention and
limitedly integrated implementing them in profession, with a profession, with a profession, with
with the intervention. practice. detailed plan for their thoughtful plan for insightful initiatives
Use some scholarly implementation in their implementation for ensuring them in
references practice. in practice. practice.
Uses sufficient Uses a range of Uses a wide range of
scholarly references scholarly references scholarly references.
8 marks 0-3 4-5 5.5 6 7-8
Description and Identifies less than 2 Two person-centred Detailed description Clear and concise Comprehensive
justification of strategies to promote strategies are of 2 strategies that description of 2 description of 2
person/community/ person-centred identified with basic are likely to promote thoughtful strategies insightful and
population centred practice, with limited description and person-centred for promoting well-developed
strategies justification; or the justification. practice, with detailed person-centredness, strategies for
strategies are invalid. Attempts to use justification. Uses with thoughtful Promoting
scholarly references scholarly references. justification. person-centredness,
Uses a range of with insightful
scholarly references justification.
Uses a wide range of
scholarly references
4 marks 0-1 2 2.75 3 4

19
 Criteria Unsatisfactory Expected High Performance Excellent Outstanding
performance performance performance
Academic writing Assignment is Attempts to structure Assignment is mostly Assignment is Assignment is
skills disorganised; the assignment, well constructed; generally well consistently well
paragraphs have no however, paragraphs paragraphs mostly constructed with clear constructed with clear
clear point and/or may contain contain relevant paragraphs. and concise
structure. irrelevant contents. contents. Referencing generally paragraphs.
References not APA style used Referencing mostly follows APA style, Referencing
according to APA inconsistently. Some follows APA style, with some minor consistently follows
style, with frequent references missing or with some errors only. errors only. APA style, with no
errors. incorrect. Frequent Occasional errors in Conventional spelling, errors.
Non-conventional errors in spelling, spelling, grammar and Conventional spelling,
spelling, punctuation punctuation and punctuations, and punctuation, with grammar and
and grammar interfere grammar but they do grammar. some minor errors. punctuation, maybe
with meaning. not interfere with Sufficient use of Competent use of with some typos only.
Limited use of meaning. academic vocabulary academic vocabulary Advanced use of
academic vocabulary Attempts to use and expressions, may and expressions, academic vocabulary
and expressions. academic vocabulary be with some errors. maybe with some and expressions.
and expressions, minor errors only.
though with
occasional errors
4 marks 0-1 2 2.75 3 4
Mark out of 40

DEDUCTIONS

Word limit Is under or above the word limit by Deduct 2 marks

Late Turnitin Submission
more than 150 words (10%)
(word count does not including
references/reference list)
Deduct 10% of the assignment’s Deduct 3 marks per each day
worth for each day the assignment
is late (incl. Sat/Sun)
(ref: UWS Assessment Policy)

FINAL MARK: out of 40

20
2.5.4 Quiz

Weight: 10%
Type of Collabora- Individual
tion:
Due: Friday of Week 11 at 11:59pm
Submission: The quiz will be available in vUWS
Format: There will be 45 questions in the quiz. The Quiz will contain a variety of question types.
Students will have 45 minutes to complete the quiz.
The quiz will assess all content from lecture videos, readings and tutorial material from
weeks 1-10.
The quiz will open on Thursday of Week 11 at 7am and close on Friday of Week 11 at
11:59pm.
Length:
Curriculum Mode: Quiz

The quiz is designed to assess your understanding of content provided in lectures videos, tutorials and readings from
weeks 1-10. Students will have 45 minutes to complete 45 questions.

Preparation for this assessment is essential.

Each week as you engage with content, ensure you file these notes and materials in a way that is easy to retrieve and
study prior to taking this quiz.

This task is ’open book’ which means you can refer to your notes while taking the quiz. Students are expected to
complete this assessment task independently. Any evidence of collaboration or sharing of answers will be treated as
academic misconduct.

21
2.6 General Submission Requirements

Submission

– All assignments must be submitted by the specified due date and time.
– Complete your assignment and follow the individual assessment item instructions on how to submit. You must
keep a copy of all assignments submitted for marking.

Turnitin

– The Turnitin plagiarism prevention system may be used within this Subject. Turnitin is accessed via logging
into vUWS for the Subject. If Turnitin is being used with this Subject, this means that your assignments have
to be submitted through the Turnitin system. Turnitin is a web-based text-matching software that identifies
and reports on similarities between documents. It is also widely utilised as a tool to improve academic writing
skills. Turnitin compares electronically submitted papers against the following:
– Current and archived web: Turnitin currently contains over 24 billion web pages including archived pages
– Student papers: including Western Sydney University student submissions since 2007
– Scholarly literature: Turnitin has partnered with leading content publishers, including library databases,
text-book publishers, digital reference collections and subscription-based publications (e.g. Gale, Proquest,
Emerald and Sage)
– Turnitin is used by over 30 universities in Australia and is increasingly seen as an industry standard. It is
an important tool to assist students with their academic writing by promoting awareness of plagiarism. By
submitting your work using this link you are certifying that:
– You hold a copy of this submission if the original is lost or damaged.
– No part of this submission has been copied from any other student’s work or from any other source except
where due acknowledgement is made in the submission.
– No part of this submission has been submitted by you in another (previous or current) assessment, ex-
cept where appropriately referenced, and with prior permission from the teacher/tutor/supervisor/Subject
Coordinator for this subject.
– No part of this submission has been written/produced for you by any other person except where collabo-
ration has been authorised by the teacher/tutor/supervisor/Subject Coordinator concerned.
– You are aware that this submission will be reproduced and submitted to plagiarism detection software
programs for the purpose of detecting possible plagiarism (which may retain a copy on its database for
future plagiarism checking).
– You are aware that this submission may be de-identified and reproduced in part or in full as an example
for future students.
– You will not make this submission available to any other person unless required by the University.

Self-Plagiarising

– You are to ensure that no part of any submitted assignment for this Subject or product has been submitted by
yourself in another (previous or current) assessment from any Subject, except where appropriately referenced,
and with prior permission from the Lecturer/Tutor/Subject Coordinator of this Subject.

Late Submission

– If you submit a late assessment, without receiving approval for an extension of time, (see next item), you will
be penalised by 10% per day for up to 10 days. In other words, marks equal to 10% of the assignment’s weight
will be deducted from the mark awarded.
– For example, if the highest mark possible is 50, 5 marks will be deducted from your awarded mark for each late
day.
– Saturday and Sunday are counted as one calendar day each.
– Assessments will not be accepted after the marked assessment task has been returned to students.
– This is consistent with Western Sydney University’s Assessment Policy

22
Extension of Due Date for Submission

A student may apply for an extension of the due date for an assessment task if extenuating circumstances outside their
control, and sufficiently grave in nature or duration, cause significant disruption to their capacity to study effectively.

To apply for an extension of assessment, please go to https://www.westernsydney.edu.au/currentstudents/current_

students/forms for guidance on how to lodge a request for consideration by the Subject Coordinator/Convenor.
Extension requests can be lodged before, on or no later than 5.00pm two working days after the due date of the
assessment task.

Application forms must be submitted to the Subject Coordinator/Convenor. Requests for extension should be made
as early as possible and submitted within policy deadlines. Appropriate, supporting documentation must be submitted
with the application. An application for an extension does not automatically mean that an extension will be granted.
Assessments will not be accepted after the marked assessment task has been returned to students.

Resubmission

Resubmission of assessment items will not normally be granted if requested.

Disruption to Studies

It is strongly recommended that you attend all scheduled learning activities to support your learning. The University
will provide students who have experienced a serious and unavoidable disruption to their studies a Disruption to
Studies provision, which is an opportunity to demonstrate that you have met the learning outcomes for the subject.
To be eligible for a Disruption to Studies Provision, the disruption must impact your studies for at least three
consecutive days. More information, including how to apply for a Disruption to Studies, can be found on the
University website https://www.westernsydney.edu.au/currentstudents/current_students/services_and_facilities/
special_consideration

Supplementary Assessments

A student may be eligible to apply for a supplementary assessment after the official notification of final Subject
results. Please see the Procedures Section of the WSU Assessment Policyfor details of eligibility and the application
process.

23
 3 Teaching and Learning Activities

Weeks Lecture Tutorial Assessments Due

Week 1 Introduction to the subject, rationale for Subject orientation, Content and Assessments
06-03-2023 interprofessional education (IPE) - Health
professional defined. The framework used in this
subject
Week 2 Ethics and Standards in Health Science and Health Ethical Health Professional Practice - Case
13-03-2023 Education practice Scenarios exploration

Week 3 Academic Integrity, Evidence-based practice, Fake Information Literacy, searching for credible sources
20-03-2023 news of information
Professional Obligations: The evidence-based health
professional

Week 4 Professionalism in the Health sciences - Student Capital Framework- strengths and
27-03-2023 characteristics, obligations, expectations. opportunities. Mental Health & Well-Being
24

The Reflective Practitioner - using the Capital Reflective exercise

Framework

Week 5 Professional Obligations: Health Science practice Health Professional Practice & the Law. - Short report + Search Strategy
03-04-2023 and the law Case Scenarios Exploration
Duty of Care, Dignity of Risk, Risk Minimisation

Week 6 Professional Obligations: Confidentiality, privacy, Health Professional Practice & the Law.
10-04-2023 informed consent, capacity to consent, guardianship Case Scenarios Exploration
orders, involving third party representations

Week 7 Professional Obligations-Child protection Policies Mandatory Reporting Exercise- Regulatory

17-04-2023 and procedure in Health, Mandatory Reporting, obligations to report
Elder Law Case Scenarios Exploration using Mandatory
Our responsibility in protecting vulnerable Reporting Guide
communities -
Child protection policies and procedure
Family violence
Young people
 Weeks Lecture Tutorial Assessments Due
Aged population - Aged Care Commission
Week 8 Break Week No Classes
24-04-2023
Week 9 Professional Obligation: WHS Part 1: Infection NO TUTORIAL: Please complete the online Hand - ePortfolio
01-05-2023 Control in health, community and education settings Hygiene Module

Week 10 Professional Obligations Part 2: WHS: Manual Manual Handling Activity-

08-05-2023 Handling Case Studies Application

Week 11 International Classification of Function[ICF]- A Understanding the client’s experience using a client - Quiz
15-05-2023 theoretical framework for client-centred centred approach and the ICF- case studies
interprofessional collaboration
Other social models of health and disability
Week 12 Client centred professional practice in health, Client Centred Dilemmas of Practice -Case scenarios
22-05-2023 community and education setting
25

Week 13 ICF Teamwork in health, community and education Health Professional Roles and the ICF- mapping
29-05-2023 settings using the ICF

Week 14 Planning with the end in mind - Professional Career Bringing it all together - Case Study Assignment
05-06-2023 Plan

Professional obligations and the professional Self

Reflection and setting professional goals
SFU/SFT

Week 15 - ePortfolio
12-06-2023
Week 16
19-06-2023
Week 17
26-06-2023
 The above timetable should be used as a guide only, as it is subject to change. Students will be advised of any changes as they become known on the Subject’s vUWS site.
26
4 Learning Resources

4.1 Recommended Readings

Additional Reading

Allan, S. (2019). Law and ethics for health practitioners . Elsevier.

Barnard, A. (2017). Developing professional practice in health and social care. Taylor and Francis.

Bass, J., & Sweet, L. (2020). Exploring the needs and experiences of educators in facilitating use of the Bass Modelof
Holistic Reflection. Nurse Education in Practice, 46, 102805-102805. https://doi.org/10.1016/j.nepr.2020.102805

Buchanan, A., Russell, M., Buchanan, A., Hird, K., & Cooper, I. (2012). Ethical practice for health professionals.
Nelson Cengage Learning.

Burton, S., & Reid, J. (2017). Safeguarding and protecting children in the early years (2nd ed.). Taylor and Francis.
Dean, S. G., & Taylor, W. J. (2012). Interprofessional rehabilitation : A person-centred approach. Wiley.

Deb, S. (Ed. . (2016). Child safety, welfare and well-being : Issues and challenges . Springer.

Dussault, G. (2019). Reflections on health workforce development comment on ”Health Professional Training
and Capacity Strengthening Through International Academic Partnerships: The First Five Years of the HumanRe-
sources for Health Program in Rwanda.”International Journal of Health Policy and Management, 8(4), 245-246.
https://doi.org/10.15171/ijhpm.2018.129

Forrestal, E. J., & Cellucci, L. W. A. (2016). Ethics and professionalism for healthcare managers. Health Adminis-
tration Press (HAP).

Freegard, H. (2012). What is a health professional? In H. F. A. Buchanan & M. Russell (Eds.), Ethical practice for
health professionals . Nelson Cengage Learning.

Gardner, F. (2014). Being critically reflective : Engaging in holistic practice. Palgrave Macmillan.

Hoffmann, T., & Del Mar, C. (2017). Evidence-based practice across the health professions (3rd ed.). Elsevier
Australia.

Johns, C. (2006). Engaging reflection in practice : A narrative approach. Blackwell. Johns, C. (2017). Becoming a
reflective practitioner (5th ed.). John Wiley & Sons.

Keenan, R., & Recordon, P. (2016). Health care and the law (5th ed.). Thomson Reuters New Zealand Ltd.

Kuhlmann, E., & Saks, M. (Eds.). (2008b). Rethinking professional governance: International directions in health-
care. Policy Press.

Martin, C. W., & Solomon, R. C. (Eds.). (2017). Ethics across the professions: A reader for professional ethics
(2ed.). Oxford University Press.

Meyers, C. (2018). The professional ethics toolkit. John Wiley & Sons Ltd.

Moskop, J. C. (2016). Ethics and health care: An introduction. Cambridge University Press.

Nicolas, J. (2015). Practical guide to child protection: The challenges, pitfalls and practical solutions. JessicaKingsley
Publishers.

27
Ohrt, J. H., & Conley, A. H. (2019). Wellness counselling: A holistic approach to prevention and intervention.
American Counseling Association.

Reeves, S., & Zwarenstein, M. (2010a). Interprofessional teamwork for health and social care (1st ed.). Wiley.

Salloch, S., & Vollmann, J. (2016). Ethics and professionalism in healthcare: Transition and challenges. Taylor
andFrancis.

Sanderson, H., & Lewis, J. (2012). A practical guide to delivering personalisation: Person-centred practice in health
and social care. J Kingsley Publishers.

Scott, R. W. (2007). Guide for the new health care professional. Jones and Bartlett Publishers.

Sommers-Flanagan, R., & Sommers-Flanagan, J. (2015). Becoming an ethical helping professional : Cultural and
philosophical foundations. Wiley.

Thistlethwaite, J., & McKimm, J. (Eds.). (2016). Health care professionalism at a glance. Wiley Blackwell.

Zaner, R. M. (2015). A critical examination of ethics in health care and biomedical research: Voices and visions.
Springer.

28