93006 Clinical Practice in Diabetes
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksRequisite(s): 92934 Clinical Management in Diabetes AND 92845 Primary Health Care in Diabetes
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Description
This subject is designed for aspiring diabetes educators seeking ADEA-aligned core competencies. It helps students bridge theory with practical skills essential for diabetes care. It stands out with its focus on clinical abilities, critical thinking within their professional scope, and evidence-based, person centred approaches.
Students gain expertise in diabetes management and education, backed by online activities, a formal clinical placement, and independent study. Interactive learning and real-world practice underpin students' education journey.
Subject learning objectives (SLOs)
| A. | Critique the role and scope of practice of the diabetes educator in a multidisciplinary health care setting (ADEA Domain 1, 4, 5). |
|---|---|
| B. | Demonstrate an understanding of professional responsibility and accountability in diabetes education and management service provision (ADEA Domain 4, 5). |
| C. | Demonstrate foundational knowledge and skills in diabetes education and management in a supervised clinical setting (ADEA Domain 1, 2, 4). |
| D. | Critically reflect on clinical practice and its impact on personal learning goals and professional development (ADEA Domain 3). |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Are reflective critical thinkers who contribute to practice, policy and research to enhance health care and health outcomes (1.0)
- Are effective, collaborative and responsive leaders (2.0)
- Are socially, culturally and ethically accountable and consider health care in a global context (3.0)
- Communicate appropriately and consistently in diverse situations (4.0)
- Embody the professional qualities appropriate to the scope of their role (5.0)
Teaching and learning strategies
In this subject, you will participate in a range of teaching and learning strategies that are designed to facilitate development of foundational skills and knowledge in diabetes education and management. This subject is designed to be interactive to suit students from different health disciplines. These strategies include:
- A range of online learning activities e.g., readings, videos, zoom lectures, case studies, knowledge-check quizzes and online discussions to support and consolidate online learning, clinical placement and professional practice exposure.
- Zoom is a video and audio online conferencing tool for desktops, tablets and smartphones. The subject coordinator will schedule meetings for online lectures or as required. Students will be notified of these meetings and instructions for access via Canvas. Students will need to use the UTS login to access the zoom meetings.
- The online lectures will be presented by discipline specific diabetes health professionals who are working in the specialist field of diabetes. Case studies and knowledge-check quiz will be used to guide students in facilitating the process of reflective learning and encourage critical thinking in the care of people with or at risk of diabetes.
- Communication via Canvas discussion board will encourage student interaction with peers and the subject coordinator for the purpose of communication, networking and immediate feedback outside of online lectures.
- To get the most out of the subject, students are expected to engage with online lectures, case study activities and quizzes as set out in UTS Canvas.
- Clinical placement of 40hrs over one week, in a formal setting arranged/coordinated by the Clinical Placement Unit (CPU); and
- Professional practice exposure of 20hrs, e.g., conference attendance, webinars, additional online learning modules, to further consolidate and extend professional development, the precise mode of which to be determined by the student (with support from the Subject Coordinator).
Content (topics)
This subject will explore a range of topics that reflect best practice of diabetes education and management. These topics include:
- Evidence-based professional ethical and legal regulations, policies and guidelines that inform the role and scope of practice of a Credentialled Diabetes Educator in Australia
- A range of contemporary clinical topics to support clinical practice as a Credentialled Diabetes Educator
Assessment
Assessment task 1: Video Presentation of a Practical Teaching Skill
| Intent: | Students to record themselves providing a mock education session on either blood glucose monitoring or injecting insulin. The diabetes language used in the video will be assessed along with the practical teaching skills. Students need to draw from the online learning modules as well as the previous knowledge gained from Subject 92934 and clinical experiences. The video can be used as a learning tool for reflection and to guide students in practical teaching skills. |
|---|---|
| Objective(s): | This assessment task contributes to the development of graduate attribute(s): 1.0 |
| Type: | Demonstration |
| Weight: | 20% |
| Length: | 10 minute video presentation |
| Criteria: | Students to upload video for assessment and feedback. |
Assessment task 2: Professional Development Plan
| Intent: | This assessment will encourage students to become reflective practitioners who utilize reflection as a conscious and deliberate strategy, to understand and learn from their clinical practice. Students will identify learning needs and requirements for short and long term professional goals. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B and D This assessment task contributes to the development of graduate attribute(s): 1.0, 3.0 and 5.0 |
| Type: | Portfolio |
| Weight: | 35% |
| Length: | Maximum 1500 words Please write down your word count for each part. |
Assessment task 3: Role Development
| Intent: | Students will write an essay enable them to understand the fundamental roles of the multidisciplinary diabetes team members in the context of existing diabetes models of care in the management of the person with diabetes. This assessment will encourage students to reflect on their specific discipline and role as a health professional to identify barriers and gaps in person-centred and holistic care of a person with diabetes. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, C and D This assessment task contributes to the development of graduate attribute(s): 2.0, 3.0 and 5.0 |
| Type: | Essay |
| Weight: | 45% |
| Length: | Word Limit: Maximum 2,200 words Please write down your word count at the end. |
Assessment task 4: Clinical Placement
| Intent: | Undertaking clinical practice will allow students to observe and participate in various aspects of diabetes health care delivery. Students will observe, practice and integrate theoretical learning into the clinical setting. |
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| Objective(s): | This assessment task addresses subject learning objective(s): B and D This assessment task contributes to the development of graduate attribute(s): 3.0, 4.0 and 5.0 |
| Weight: | Mandatory task that does not contribute to subject mark |
Assessment task 5: Online self-study
| Intent: | This assessment will ensure students to meet the minimum time for the online subject. |
|---|---|
| Weight: | Mandatory task that does not contribute to subject mark |
| Criteria: | Students need to successfully complete all required quizzes as a part of self online study including the foot assessment modules from FootForward. |
Minimum requirements
Students are expected to complete independent study online as per module requirement. All module quizzes need to be successfully completed. The proof of completion needs to be submitted online or verified by the subject coordinator.
Recommended texts
Dunning, T. 2013, Care of people with diabetes, 4th edn, Wiley- Blackwell, United Kingdom.
All essential and further readings will be linked to learning modules and will be available via Canvas. Additionally, a guide to the Australian Diabetes Association (ADEA) competency standards can be found on Canvas in “Course Information”.
Other resources
UTS Student Centre
Building 10
Monday to Friday: 9am - 5pm
Tel: 1300 ASK UTS (1300 275 887)
Details for student centres: www.uts.edu.au/current-students/contacts/general-contacts
For other resources/information refer to the Faculty of Health website (www.uts.edu.au/about/faculty-health) and Canvas at: https://canvas.uts.edu.au/.
UTS Library
The Library has a wide range of resources, facilities and services to support you including textbooks, subject readings, health literature databases, workshops and bookable study rooms. There is also a team of librarians to help you with your questions available via online chat, phone and in person. W: lib.uts.edu.au, Facebook: utslibrary, Twitter: @utslibrary Tel: (02) 9514 3666.
Improve your academic and English language skills
Marks for all assessment tasks such as assignments and examinations are given not only for what you write but also for how you write. If you would like the opportunity to improve your academic and English language skills, make an appointment with the HELPS (Higher Education Language & Presentation Support) Service in Student Services.
HELPS (Higher Education Language & Presentation Support)
HELPS provides assistance with English language proficiency and academic language. Students who need to develop their written and/or spoken English should make use of the free services offered by HELPS, including academic language workshops, vacation intensive courses, drop-in consultations, individual appointments and Conversations@UTS (www.ssu.uts.edu.au/helps). HELPS staff are also available for drop-in consultations at the UTS Library. Phone (02) 9514 9733
Please see www.uts.edu.au for additional information on other resources provided to students by UTS.
The Accessibility and Financial Assistance Service
The Accessibility Service can support students with disabilities, medical or mental health conditions, including temporary injuries (e.g., broken limbs). The Accessibility Service works with Academic Liaison Officers in each Faculty to provide ‘reasonable adjustments’ such as exam provisions, assistive technology, requests and strategies for managing your studies alongside your health condition. If you’re unsure whether you need assistance, we recommend getting in touch early and we can provide advice on how our service can assist you. Make an appointment with an Accessibility Consultant (AC) on +61 2 9514 1177 or Accessibility@uts.edu.au.