PHR4042 · Integrated care

Overview

This unit challenges you to apply your knowledge and skills obtained in Comprehensive Care and Professional Practice units to address the overall medical and social needs of patients over their healthcare journey. This unit will explore familiar and unfamiliar acute and chronic illnesses and determinants of health that are pertinent to women's and men's health and other key patient populations: including, but not limited to, paediatric, geriatric, Indigenous and rural communities. Knowledge of pathophysiology, pharmacology, therapeutics and evidence-based practice will be integrated to guide therapeutic decision making and medication management. You will be encouraged to think holistically about, advocate for, and promote the health and well-being of different patients and patient populations. It will also provide you with skills to better engage with an integrated healthcare system.

Offerings

Assessment

The Handbook lists an examination for this unit.

In-semester assessments: 100% This unit contains one or more competency hurdle assessment tasks that you must successfully complete to be able to pass the unit. You have one attempt, plus up to two additional assessment, to demonstrate your competency in the competency hurdle assessment task. If you fail to meet the hurdle requirement, you will receive a fail grade for the unit regardless of the total marks you achieve.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

Learning outcomes

1. Describe the epidemiology, signs and symptoms of acute and chronic illnesses pertinent to key patient populations
2. Explain mechanisms of action for drugs used in the treatment of a variety of familiar and unfamiliar acute and chronic illnesses that are pertinent to key patient populations, and relate this to disease management and possible side effects
3. Explain how pharmacokinetic and pharmacodynamic changes pertinent to key patient populations influence therapeutic decision making and medication management
4. Create a patient-centred care plan (Monash Model of CARE plan) which applies established clinical guidelines and evidence-based principles to optimally manage the healthcare needs of a patient in an integrated manner: • Gather and integrate information concerning the pharmacology of medicines, patient-specific factors and evidence-based literature to optimally manage overall patient well-being • List and prioritise drug and non-drug therapy options for the management and prevention of unfamiliar and familiar illness • Incorporate patient-specific factors and evidence-based principles to justify and defend recommended management options • Develop strategies to evaluate responses to a recommended patient management plan • Evaluate and justify when a referral is required to other health professionals or care providers to achieve optimal integrated patient care • Develop, apply and communicate education strategies that provide support and optimise patient-centred relationships and outcomes • Reflect on the development and implementation of the Monash Model of CARE plan
5. Explain how social determinants of health can impact the health of key populations and the provision of socially accountable healthcare in both Australian and global health contexts
6. Design strategies to promote and advocate for societal health and well-being, including addressing environmental concerns and being socially accountable to the needs of specific populations such as remote and/or Indigenous populations
7. Using a multidisciplinary healthcare team approach, develop and articulate appropriate clinical and communication strategies to ensure an integrated continuum of patient care
8. Demonstrate proficiency in simulated clinical settings by applying clinical reasoning and collaborative decision making to communicate a medication management plan that optimises a patient’s integrated healthcare needs

Workload

• One hundred and forty-four hours of independent study • Thirty-two hours of pre-learning activities (up to 4 hours per week) • Thirty-three hours of active learning applied sessions (4 hours per week) • Thirty-two hours of small group classes including assessment (4 hours per week)

Student experience, not official rules. Nothing here changes what the Handbook says.