96113 Advanced Genetic Counselling
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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
Genetic counselling combines an understanding of genetic and genomic information with the ability to support individuals and families living with psychosocial impact of this knowledge. During this final session subject students integrate their learning to prepare them for graduation as entry-level genetic counsellors. Case-based learning is used to facilitate and enhance development of skills across a range of contexts in which genetic counsellors practice including working in the prenatal setting, familial cancer, working with adolescents and young adults, and working with diverse cultural and societal groups. Students build on the skills learned in 96104, 96110 and 96107 to demonstrate readiness for practice.
Subject learning objectives (SLOs)
| 005. | Engage in client-centred genetic counselling practice |
|---|---|
| 017. | Assess the client’s mental health and capacity for decision-making |
| 024. | Communicate effectively with clients, their families, and other health professionals |
| 025. | Choose appropriate modes of communication for target audiences |
| 030. | Obtain and assess a psychosocial history |
| 036. | Facilitate clients understanding of the components of informed consent |
| 037. | Obtain informed consent for genetic and genomic testing from clients and families |
| 041. | Engage in reflective practice |
| 043. | Engage in inclusive, collaborative, consultative practice |
| 044. | Adapt genetic counselling practice according to the language, beliefs, customs and practices of different groups |
| 062. | Adapt to emerging changes in the environment in which genetic and genomic knowledge is situated |
| 071. | Identify own learning needs and direct own learning experiences |
| 073. | Develop and maintain respectful working relationships with colleagues at all levels |
| 076. | Work within multi-disciplinary teams |
| 078. | Represent the genetic counselling perspective in a multidisciplinary team |
| 079. | Advocate as a genetic counsellor for clients and families in multi-disciplinary environments |
| 091. | Identify and articulate relevant ethical issues in clinical situations |
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)
- Provide education about genetics and genomics to a wide variety of audiences. (5.1)
- 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 the 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: Listening to provide client-centred care (Weeks 1 and 2)
- Introduction: operating as judges of our own learning
- A consideration of tensions inherent in genetic counselling practice
- Eliciting hopes and concerns (setting the agenda)
Module 2: Conversations about Consent (Week 3)
Module 3: Genetic counselling in specific contexts (Weeks 4, 5 and 6)
- Working with children
- Working with adolescents and young adults
- Genetic counselling and psychiatric conditions
- Working with very ill and dying clients and their families
Module 4: More tools for an evolving profession (Weeks 7 and 8)
- Genomic counselling
- Models and theories: a refresher
Module 5: Skills, skills and more skills (Week 9: Block)
Module 4: Complex Counselling Issues (Week 11 and 12)
- Family complexity
- Non-disclosure
- Working with culturally and linguistically diverse people
- Recognising boundaries and making referrals
- Transference and counter-transference
Module 5: Tensions in practice (Week 13)
- Managing expectations (self, service, client, family, other)
Module 6: Listening to conclude the program (Week 14)
Assessment
Assessment task 1: Consent conversations
| Intent: | Genetic counsellors regularly facilitate conversations about consent for genetic and genomic testing, and collect written consent. This assessment provides students with the opportunity to demonstrate their ability to conduct a conversation about consent for genetic and genomic testing. Students will be expected to demonstrate core counselling and communication skills as part of this task. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 005, 017, 036, 037 and 044 This task is aligned with the following course learning outcomes: 1.1, 1.2, 2.1, 2.2, 3.1 and 5.1 |
| Type: | Demonstration |
| Groupwork: | Individual |
| Weight: | 30% |
| Length: | A role play of up to 8 minutes and a feedback conversation of up to 2 minutes |
| Criteria: | You will be assessed on:
Detailed assessment criteria will be provided in Canvas. |
Assessment task 2: Multi-disciplinary team meeting
| Intent: | Genetic counsellors work as part of multi-disciplinary teams and regularly participate in multi-disciplinary team meetings. This assessment provides students with the opportunity to demonstrate their understanding of the roles of different healthcare professionals and their ability to participate in a multi-disciplinary team meeting. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 017, 024, 025, 030, 043, 044, 073, 076, 078, 079 and 091 This task is aligned with the following course learning outcomes: 1.1, 1.2, 2.1, 2.2, 3.1, 5.1 and 5.2 |
| Type: | Demonstration |
| Groupwork: | Group, group and individually assessed |
| Weight: | 30% |
| Length: | Part A: A single, group recording on Zoom of up to 20 minutes Part B: A 300 word reflection |
| Criteria: | The grade for the group tasks will be moderated by a SPARK evaluation. You will be assessed on:
Detailed assessment criteria will be provided in Canvas. |
Assessment task 3: Final reflection. This is a 'must-pass' assessment.
| Intent: | In this final task of the Master of Genetic Counselling program, students are invited to review the recordings of their work over the past two years and their philosophy of genetic counselling practice and prepare a final written reflection. Students are encouraged to identify their strengths and areas for focus as they enter the workforce. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 041, 062 and 071 This task is aligned with the following course learning outcomes: 1.1, 1.2 and 5.2 |
| Type: | Reflection |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | 1000 words |
| Criteria: | You will be assessed on:
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 (AT3) 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