Introduces students to management concepts and practices, focusing on developing a diabetes service which is adaptable to a wide variety of clients who represent the population and develops skills as an educator focusing on teaching strategies both individual and group. Students will demonstrate the principles of adult learning and motivational interviewing.
Topic 1: Explore organisational structures
Topic 2: Management techniques
Topic 3: Managing change
Topic 4: Explore IT systems
Topic 5: Leadership and management
Topic 6: Group based leaning
Topic 7: Prepare session plans
Topic 8: Prepare resources
Topic 9: Deliver and facilitate training sessions
Topic 10: Training packages
Topic 11: Presenting to an audience
Topic 12: Mentoring relationships and peer review
Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.
Learning outcomes and graduate attributes
|On completion of this unit, students should be able to:||GA1||GA2||GA3||GA4||GA5||GA6||GA7|
|1||demonstrate knowledge of development and design of educational tools, quality and audit data and integrating these into a quality management system||Intellectual rigour||Creativity||Lifelong learning|
|2||successfully manage a diabetes service which involves a broad range of people, including fellow professionals and potential clients from a diverse background using effective communication strategies||Intellectual rigour||Creativity||Lifelong learning|
|3||apply knowledge and skill to integrate the use of a variety of IT systems into service provision||Intellectual rigour||Creativity||Lifelong learning|
|4||demonstrate ability in writing and submitting business plans, knowledge of OH&S procedures and interpretation of quality management outcomes||Intellectual rigour||Creativity||Lifelong learning|
|5||demonstrate practice as leaders and managers and have acquired knowledge and skills to participate in a formal mentoring relationship||Intellectual rigour||Creativity||Lifelong learning|
|6||demonstrate competency in planning, designing and delivering education sessions for adult learners||Intellectual rigour||Creativity||Lifelong learning|
|7||demonstrate the use of presentation strategies, format and delivery methods as appropriate for the target audience.||Intellectual rigour||Creativity||Lifelong learning|
- Bastable, SB, 2003, Nurse as educator, principles of teaching and learning for nursing practice, Jones & Bartlett Learning, UK.
- Cole, GA, Management theory & practice, 6th edn, Prentice Hall, Australia.
- Hinchcliffe, S (ed.), 2009, The practitioner as teacher, 4th edn.
Teaching and assessment
|Workshop on-site 6 hours (3 days)|
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2014 Commonwealth Supported only. Student contribution band: 2
Please check the international course and fee list to determine the relevant fees.