96112 Advanced Professional Practice
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Subject handbook information prior to 2024 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
Requisite(s): 96107 Advanced Communication and Counselling AND 96106 Application of Genetics and Genomics AND 96114 Research Project 2 AND 96100 Genetic Counselling Clinical Placement 3
There are course requisites for this subject. See access conditions.
Description
The Australasian Society of Genetic Counsellors' 'Scope of Practice' and 'Code of Ethics' are central to the practice of genetic counselling. This subject facilitates the development of professional identity as an allied health professional and genetic counsellor by preparing students for the workplace and for leadership roles within the profession. Students apply knowledge of health literacy, health education, and advocacy to the practice of genetic counselling, and consider the role of the genetic counsellor in interprofessional teams. Students prepare for the transition to the workplace in various ways including consideration of workload management, planning for lifelong learning through engagement with continuing professional development activities, and review of the role of reflective practice supervision. Students are familiarised with the requirements of the Human Genetics Society of Australasia (HGSA) certification process. Students are encouraged to connect with with genetic counsellors in other countries, to compare and contrast the various professional roles and certification requirements and to consider the future of the profession globally and their role in it.
Subject learning objectives (SLOs)
| 004. | Apply relevant genetic counselling theories in practice |
|---|---|
| 019. | Refer clients and families appropriately to other health professionals |
| 021. | Advocate for clients and families |
| 023. | Recognise and manage potential and real conflict |
| 024. | Communicate effectively with clients, their families, and other health professionals |
| 043. | Engage in inclusive, collaborative, consultative practice |
| 048. | Trace the real and potential effects of genetic discrimination |
| 062. | Adapt to emerging changes in the environment in which genetic and genomic knowledge is situated |
| 066. | Adhere to laws, evidence-based guidelines, codes of conduct and policies that are relevant to genetic counselling practice |
| 068. | Organise and prioritise workload autonomously and as a team member |
| 069. | Practise effective physical and mental well-being |
| 070. | Implement strategies to continually improve own genetic counselling practice through ongoing learning |
| 075. | Work within the boundaries of the Scope of Practice for Genetic Counsellors |
Course intended learning outcomes (CILOs)
The learning outcomes for this subject are as follows:
- Apply evidence-based genetic and genomic health care to practice across a variety of settings and roles. (1.1)
- Apply professional self-awareness through self-reflection to enhance their practice in genetic and genomic counselling to improve client outcomes. (1.2)
- Demonstrate a critical awareness of cultural and societal diversity and disparity in health care into genetic counselling practice. (2.1)
- Critically reflect on ethical Indigenous research including relationship building, communication, client-centred and reflective practice to work with and for Indigenous Australians across the genetic counselling profession. (2.2)
- Demonstrate appropriate and effective relationships with people from diverse communities. (3.1)
- Demonstrate the core tenets of the genetic counselling profession, including professional and ethical behaviour and responding positively to changes in genetic and genomic healthcare. (5.2)
Contribution to the development of graduate attributes
This subject contributes to the following graduate attributes:
Practice ready
Graduates of the Master of Genetic Counselling are knowledgeable and literate healthcare practitioners, with well-developed workplace communication skills. They are skilled in providing evidence-based care to clients and their families in a variety of settings as autonomous and collaborative practitioners.
Culturally competent
Graduates of the Master of Genetic Counselling are self-reflective, culturally competent professionals who embrace cultural diversity. They work alongside Indigenous Australians, New Zealand Maori, Pacifica and other culturally and societally diverse groups to build equitable access to genetic and genomic healthcare.
Person-centred
Graduates of the Master of Genetic Counselling are empathic, person-centred practitioners who form and value partnerships with individuals, families and communities. They facilitate understanding and adaptation to information provided by genetic and genomic technology for individuals and families.
Professionally competent
Graduates of the Master of Genetic Counselling embody professional and ethical practice, and uphold knowledge and competency standards both locally and globally. They embrace opportunities for leadership and contribute to shaping the future development of the genetic counselling profession.
Teaching and learning strategies
Core learning: Core learning material, activities and readings are undertaken in Canvas prior to weekly live and online workshops. Students will be provided with learning activities each week, including readings, discussions, reflection questions, case studies and videos that prepare them for the live and online sessions. Please ensure Canvas work is carried out prior to the live and online session so that you have spent time accessing and making sense of ideas.
Attending the live and online workshops will allow you to test these ideas and get feedback from the academic staff and peers which will further consolidate your learning.
Live and online workshops: Weekly live and online workshops provide students with opportunities to participate in discussion, role play and problem-based learning activities. The activities in the weekly workshops build on the Canvas work and allow time to clarify and ask questions on content learning. Students will work collaboratively in pairs, small groups and as a class during the workshops. Group discussions will often involve case-based learning activities.
Students will participate in role play and learning activities to assist with the development of counselling skills in preparation for clinical placement. Feedback will be provided by the teacher and by peers.
Block workshops: Students will attend a week-long block, during which they will participate in workshops that will include discussion, role play, simulation, problem-based learning activities, and practice of core counselling skills for genetic counsellors. When core counselling skills are practiced, the faculty member will provide live guidance on how feedback should be provided, so that students receive immediate constructive feedback from peers and from the faculty member.
Research Integrated Learning: Taking an evidence-based approach to work with clients is an essential skill. Current research is integrated into the content provided in Canvas and workshops. Students are encouraged to read, discuss and utilise current research in counselling and communication in the context of providing evidence-based genetic counselling care.
Reflective Learning: Students are encouraged to critically reflect on their learning and their skill development throughout the subject, to identify areas where they may improve their performance, and to assist in the development of lifelong learning. Reflective learning will be encouraged through specific activities including assessment tasks in which students will reflect on the development of core genetic counselling and communication skills over the duration of the session. Opportunities for reflection include the weekly reflective practice supervision groups that are part of 96101 Genetic Counselling Clinical Placement 4.
Ongoing feedback: Verbal feedback will be provided throughout the subject during block and live and online workshops. There will be weekly opportunities to discuss ideas and experiences and receive feedback during the live and online workshops. Opportunities for verbal formative feedback on assessment tasks are available prior to the due date and summative feedback is provided following final submission.
Content (topics)
Module 1 Professional identity (week 1)
Module 2 Preparing for the workplace (week 2)
- Workplace culture
- Professional relationships
- Co-counselling
- Self-advocacy
- Time management
- Work planning – goals and evaluation
- Using policies and guidelines
Module 3 Beyond the clinic: roles for genetic counsellors (week 3)
- PhD and academic roles
- Private/public
- Other roles including: lab, research, policy, education
Module 4 Teaching and supervising week (week 4)
Module 5 Becoming a professional (week 5-6)
- CPD – lifetime of learning
- Certification
- Policies of the profession
- Codes of ethics
- The global profession and working as a genetic counsellor overseas
Module 6 CV covering letter and interviewing (week 7)
Module 7 Clinical decision making (week 8)
Module 8 Critical appraisal in the workplace (week 9)
Module 9 Genetics and genomics in the workplace (week 10-13)
Module 10 Applying professionalism during the virtual clinical placement (14)
Assessment
Assessment task 1: Clinical prioritisation. This is a 'must-pass' assessment.
| Intent: | This task will assess student ability to plan and prioritise routine work tasks common in a typical day of a genetic counsellor. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 019, 021, 023, 043, 066, 068, 069 and 075 This task is aligned with the following course learning outcomes: 1.1, 1.2, 2.1, 2.2, 3.1 and 5.2 |
| Type: | Quiz/test |
| Groupwork: | Individual |
| Weight: | 30% |
| Length: | 1 hour |
| Criteria: | Students will be assessed on their ability to make decisions based on their clinical knowledge and apply reasoning to plan how to manage and prioritise complex tasks with limited time. Detailed assessment criteria will be provided in Canvas. |
Assessment task 2: Preparing a job application and attending a mock interview
| Intent: | This task will assess the ability of students to pitch themselves to a prospective employer and conduct a successful job interview. Students will draw on their theoretical knowledge and clinical placement experience to clearly and concisely demonstrate they possess the necessary graduate attributes to succeed as a new graduate genetic counsellor. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 004, 024, 062, 066 and 075 This task is aligned with the following course learning outcomes: 1.1, 1.2, 2.1, 3.1 and 5.2 |
| Type: | Presentation |
| Groupwork: | Individual |
| Weight: | 50% |
| Length: | A single PDF document consisting of:
|
| Criteria: | Students will be assessed on their ability to successfully and succinctly communicate their understanding of the role of a graduate entry genetic counsellor, the scope of practice, their ability to present themselves in an honest and positive way for a job application, their reflection on their performance during the interview and what they need to work on Detailed assessment criteria will be provided in Canvas |
Assessment task 3: CPD portfolio
| Intent: | The intent of this assessment task is for students to demonstrate their engagement with lifelong learning activities. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 048, 062 and 070 This task is aligned with the following course learning outcomes: 1.1, 1.2, 2.1, 2.2 and 5.2 |
| Type: | Portfolio |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | Complete 3 x CPD reflection sheets |
| Criteria: | Students will be assessed on their commitment to lifelong learning as a new allied health care professional. Detailed assessment criteria will be provided in Canvas. |
Minimum requirements
In order to pass this Subject, a minimum grade of 50% must be achieved and students must submit all assessment tasks. This subject also includes a ‘must-pass’ assessment (AT1) in which a minimum grade of 50% must be achieved.
Students are required to attend a minimum of 85% classes.
Required texts
Coursework Assessments Procedures
Graduate School of Health Policy, Guidelines and Procedures (login required)
Additional required readings will be provided via Canvas
Recommended texts
Additional recommended readings will be provided via Canvas
Other resources
Additional readings will be provided via Canvas