LTSE Policies & Frameworks Inherent Requirements Postgraduate Public Health and Tropical Medicine

Postgraduate Public Health and Tropical Medicine

JCU Inherent Requirements for Master of Public Health and Tropical Medicine (74204), Master of Public Health (72504)*, Master of Public Health-Master of Business Administration (109804), Graduate Diploma of Health Promotion (103007), Graduate Diploma of Public Health and Tropical Medicine (73707), Graduate Diploma of Tropical Medicine and Hygiene (73807), Graduate Certificate of Disaster Health and Humanitarian Assistance (76811), Graduate Certificate of Health Promotion (103011), Graduate Certificate of Public Health (101811) and Graduate Certificate of Travel Medicine (73511)

*For Master of Public Health (72504) – Aeromedical Retrieval Major, see also the Inherent Requirements for Graduate Certificate of Aeromedical Retrieval (76511).

JCU is committed to enhancing students' access, participation and success in higher education and embracing the diversity of the communities we serve. We strongly support the rights of individuals who wish to pursue a degree to achieve their potential personal and professional career objectives. This document is designed to assist students and potential students to make informed decisions for study and access to services and to guide further discussions based on a clear understating of the inherent course requirements.

Inherent requirements

Inherent requirements are the fundamental abilities, attributes, skills and behaviours needed to complete the learning outcomes of a course while preserving the academic integrity of the university’s learning, assessment and accreditation processes. Students and prospective students must be able to demonstrate that they have acquired or have the ability to acquire the inherent requirements for their degree.

Reasonable adjustments may be implemented to assist you manage additional circumstances impacting on your studies provided these do not fundamentally change academic integrity of a degree.

Are inherent requirements different to admissions and academic requirements?

Each degree has a number of admissions and academic requirements which must be met prior to being able to enrol in or graduate from the degree. Admission and academic requirements can be found at the following links:

Students with a disability or health condition

In many cases, studying with health conditions or disabilities will not impact on your studies. Many students with disabilities or other impacting circumstances that impact on their studies, have successfully completed their university studies, with and without reasonable adjustments made to their learning conditions.

Students with a disability or health condition, or other circumstances such as cultural or religious considerations, can discuss their circumstances and potential needs for reasonably adjusted learning conditions with university staff including the Course Coordinator or AccessAbility Services.

It is highly recommended that you discuss your circumstances with JCU staff as early as possible as reduced time frames may impact significantly on the adjustments that are possible. For students with a disability or health condition, AccessAbility Services provides an experienced reference point, facilitates reasonable adjustments made, and assists students to develop the strategies to realise their capabilities. The University has no requirement to adjust for conditions that it is not aware of. Disclosure is required for any circumstances that pose a health or safety risk to yourself or others.

Reasonable adjustments

JCU is committed to making reasonable adjustments to teaching and learning, assessment, placement and other activities to enable students to participate in their course. Reasonable adjustments could be made to how curricula is delivered, clinical placements are conducted, and the way in which learning outcomes are achieved, demonstrated or assessed. Reasonable adjustments must not fundamentally change the nature of the inherent requirement. Reasonable adjustments do not alter the need to be able to demonstrate the inherent requirements of the course, and may or may not be sufficient in themselves to assist students to meet these requirements.

Reading the Inherent Requirements Statements

Inherent requirements are divided into domains and sub-domains and contain the following information:

  1. Introduction to the inherent requirement
  2. A rationale as to why it is an inherent requirement
  3. Examples of things you must be able to demonstrate, or have the ability to acquire and demonstrate during the course of your degree. Please note this is not an exhaustive list.

If you are intending to enrol in any of the following postgraduate degrees, you should read this document in conjunction with the course handbook.

*For Master of Public Health (72504) – Aeromedical Retrieval Major, see also the Inherent Requirements for Graduate Certificate of Aeromedical Retrieval (76511).

You should carefully consider the inherent requirement statements below as a guide for your learning during the course, and as a way to identify early possible challenges you may have in meeting these requirements. If you remain interested or engaged in the course, you should discuss your concerns with the College staff such as the Course Coordinator as soon as possible. If the challenges are related to your disability or health condition contact AccessAbility Services to discuss possible strategies and reasonable adjustments.

If the inherent requirements cannot be met with reasonable adjustments, University staff can provide guidance regarding other study options.

Please note reasonable adjustments must:

  • Be consistent with legislative and regulatory requirements, and not compromise codes, guidelines and policies
  • Not result in unethical or unprofessional behaviour
  • Meet the necessary standards of timeliness, accuracy and functional effectiveness to ensure that self and patient care, treatment or safety is not compromised
  • Address the need to perform the full range of tasks involved in clinical practice, including undertaking learning activities in mixed gender environments, which reflect the Australian context, and
  • Ensure that performance is consistent and sustained over a given period.

Legal

Inherent Requirement

Compliance with Australian Law and professional regulations.

Rationale

Knowledge, understanding, and compliance with legislative and regulatory requirements are necessary in order to reduce the risk of harm to self and others in clinical and related settings; compliance with these professional regulations and the Australian Law ensures students are both responsible and accountable for their practice.

Examples

  • Meet Queensland Health, or equivalent, work placement requirements;
  • Comply with relevant child protection safety, health and safety and anti-discrimination legislation.

Ethical and professional behaviour

Inherent Requirement

Ethical & professional behaviour in academic, clinical and professional environments

Rationale

Compliance with standards, codes, guidelines and policies that facilitates safe, competent interactions and relationships for students and the people they engage with in the many environments of practice is required for the physical, psychological, emotional and spiritual wellbeing of all.

Examples

  • Comply with academic and non-academic conduct codes and policies and professional standards;
  • Identify and enact relevant applications of these codes and standards, including those relating to plagiarism, informed consent, privacy, confidentiality and equitable, inclusive and respectful behaviour in academic, professional and clinical settings.

Safe practice

Inherent Requirement

Compliance with safe practice sufficient to meet professional performance, including considerations of current scope of practice, workplace health and safety and infection control and alarm system responsiveness.

Rationale

Compliance with current scope of practice, workplace health and safety, infection control considerations and effective and timely response to alarm systems are required to provide safe environments for students, staff and others.

Examples

  • Limit task performance to current scope of practice;
  • Comply with relevant workplace health & safety policies for equipment use and storage;
  • Comply with infection control procedures, including the use of Personal Protective Equipment;
  • Meet Queensland Health, or equivalent, work placement requirements including first aid and CPR knowledge and competencies;
  • Be able to respond to alarm systems to maintain personal safety.

Cognition

Knowledge and cognitive skills

Inherent Requirement

Knowledge acquisition, utilisation and retention spanning and drawing together all coursework subjects. Cognitive skills for focus, memory, attention to detail, theoretical deliberation, and practical functioning sufficient to meet professional performance.

Rationale

Understanding and retention of coursework information and the effective processing of this information is required for appropriate, safe and effective professional performance.

Examples

  • Make safe and appropriate scientific process decisions from retained knowledge;
  • Assess the application of policy and procedures in the context of professional performance;
  • Research and use an evidence based framework to decide on appropriate methodology for scientific inquiries; identify and use appropriate experimental methodologies, graphical representation and statistical analysis;
  • Recall and apply theoretical foundations for public health and tropical medicine practice.

Metacognition

Inherent Requirement

Awareness of own thinking, and skills to reflect, evaluate, adapt and implement new cognitive strategies for improved learning and professional performance.

Rationale

Understanding and ongoing learning about oneself as an instrument in professional performance is required for safe and effective delivery of professional performance.

Examples

  • Identify and analyse unanticipated outcomes of applied professional knowledge, and modify practice for future practice;
  • Understanding your limitations in knowledge, experience and skill. Seeking advice when you skills and experience are limited;
  • Dealing with mistakes and failings which may often happen in the professional environment in an ethical and honest way, admitting to colleagues, supervisors and clients that you have made a mistake, and putting in place corrective action;
  • Be aware of, and take responsibility for your personal role in inter-personal and team interactions including personal responses to cultural and professional paradigms;
  • Manage and proactively learn from academic and professional practice set-backs by self-evaluation;
  • Manage multiple priorities and time management decisions.

Literacy

Inherent Requirement

English literacy skills to allow the creation and interpretation of clear meaning for professional performance through a range of symbols and English language text.

Rationale

Information can be delivered by many different modes and competent literacy skills for these are essential to provide appropriate, safe and effective delivery of professional performance.

Examples

  • Comprehend, summarise and reference a range of literature in accordance with appropriate academic conventions in written assignments;
  • Interpret graphs, tables, diagrams, pictographs;
  • Produce accurate, concise and clear documentation for professional practice to meet legal requirements.

Numeracy

Inherent Requirement

Accurate processing and reasoning with numbers and numerical concepts for professional performance.

Rationale

Competent reasoning and reliable accuracy with numerical concepts are essential for safe and effective professional performance.

Examples

  • Perform accurate calculations to produce scientific data e.g. measuring and recognising patterns of disease; cost effectiveness and efficiency of public health programs;
  • Accurately interpret scientific and research data including population health data and broader environmental data that impacts on health;
  • Accurately produce and interpret scientific graphs, diagrams and statistical analyses including predicting the likelihood of an outcome and comparing the effectiveness of two or more intervention outcomes.

Communication

Verbal communication

Inherent Requirement

Ability to interact with verbal communication in English to a standard that allows clear and comprehensible two-way interactions for professional performance.

Rationale

Effective interaction with spoken English from university, professional and clinical staff as well as peers is required for effective learning and to provide safe and effective professional performance.

Examples

  • Understand and respond accurately and appropriately in a time-constrained environment when provided with additional verbal information impacting on a work process e.g. changes to disease control protocols;
  • Engage with peers, supervisors and teaching staff to explore relevant issues around a developing team task/ a tutorial simulation exercise, e.g. discuss current literature and plan a new research project;
  • Present information and results formally to a wider audience.

Non-verbal communication

Inherent Requirement

Non-verbal communication skills that enable respectful communication with others to meet professional performance.

Rationale

The ability to recognise, interpret and respond to non-verbal cues, to communicate with congruent and respectful non-verbal behaviour, and to be sensitive to individual and/or cultural variations in non-verbal communication are required for safe and effective professional interactions.

Examples

  • Use non-verbal behaviour that is respectful of others and consistent with the nature of the discussion during work team discussions, presentations;
  • Recognise cues in facial expression, appearance, behaviour, posture, movement in people and in animals (e.g. when talking the public about public health issues).

Written communication

Inherent Requirement

Ability to produce English text to a standard that provides clear and professional-level communication, with a language usage and style that is tailored to the targeted recipients.

Rationale

Effective communication in English text is required to demonstrate applied skills in academic writing conventions and in sustained and organised academic argument and provide safe and effective professional performance.

Examples

  • Communicate complex academic and scientific perspectives in writing;
  • Summarise and appropriately reference a range of literature in written assignments;
  • Read, understand and use precise and appropriate language to contribute clearly to handwritten and electronically-produced records in a time-constrained environment.

Sensory ability

Visual

Inherent Requirement

Ability to interact with visual inputs sufficiently to manage learning environments and to meet professional performance needs.

Rationale

Elements in the teaching, learning and working environment are delivered by visual means, and the ability to learn from or respond to these inputs is required to provide safe and effective professional performance.

Examples

  • Respond to colour differences in specimens under a microscope;
  • Set-up and use equipment and tools including sterilisers, microscopes, petri dishes and culture plates;
  • Process visual information from wall-posted information, equipment gauges, and handwritten and electronic documents;
  • Process the visual information required to add precise quantities of medication e.g. drawing up correct vaccine dosages in a syringe;
  • Set-up and safely use medical equipment and technologies;
  • Monitor the broader environment for patient safety.

Auditory

Inherent Requirement

Ability to interact with auditory inputs sufficiently to manage learning environments and to meet professional performance.

Rationale

Elements in the learning and working environments are delivered by auditory means, and the ability to learn from or respond to these inputs is required to provide safe and effective professional performance.

Examples

  • Interact with verbal communications that provide additional information impacting on a work process (e.g. discussing setting up and using a new piece of equipment);
  • Follow developing discussions with colleagues which will modify practice (e.g. changes to an infection control protocol);
  • Detect, discriminate and respond to equipment alarms at different frequencies, emergency calls over PA systems, and urgent verbal information for professional practice.

Tactile

Inherent Requirement

Ability to respond to tactile input sufficiently to meet professional performance needs.

Rationale

Elements in the working environment are detected and measured by tactile means, and the ability to learn from or respond to these inputs is required for safe and effective professional performance.

Examples

  • Apply appropriate pressure when drawing up and administering medication such as vaccines;
  • Apply a range of pressures at critical time points to accurate determine blood pressure or palpate a peripheral pulse.

Motor ability

Gross motor

Inherent Requirement

Strength, range of motion, coordination and mobility sufficient to meet professional performance needs.

Rationale

A range of physical actions in a time-constrained environment is required to provide safe and effective professional performance.

Examples

  • Move and maintain balance and body position around practice areas to access, transport and use ingredients and equipment on varying surfaces and levels, to complete tasks within constrained timeframes;
  • Reach and work across sterile areas without contaminating surfaces or materials;
  • Position and tighten a tourniquet on a limb for collecting blood;
  • Safely mobilise and competently practice in challenging environments – e.g. practicing in extreme environments such as mountainous terrain and jungle environments.

Fine motor

Inherent Requirement

Manual dexterity and fine motor skills sufficient to meet professional performance needs.

Rationale

A wide range of fine-motor manual tasks in a time-constrained environment are required for safe and effective professional performance.

Examples

  • Position and insert a needle into a vein for collecting blood;
  • Precisely apply scientific/diagnostic procedures, e.g. operating a defibrillator;
  • Unscrew medication bottles, hold syringes and release small quantities of dosage – e.g. vaccines,;
  • Maintain sterile technique during medication administration – e.g opening a bottle one handed;
  • Manipulate medical equipment such as forceps and scissors during medical procedures;
  • Contribute to both handwritten and electronic scientific records.

Sustained performance

Inherent Requirement

Sustained physical, cognitive and psychosocial performance sufficient for safe and complete professional performance in a time-constrained environment.

Rationale

A range of complex, multi-component or extended practice tasks carried out over a period of time and in a time-constrained environments is required for safe and effective professional performance.

Examples

  • Sustain study practices and professional performance to sufficiently engage with the learning workload for a study period, and for the degree, within a timeframe;
  • Sustain a working posture, associated manual tasks, cognitive engagement, performance level and emotional control for the full duration of a practice process e.g. sustained performance in disaster management.

Behavioural adaptability

Inherent Requirement

Behaviour that adapts to changing situations sufficiently for safe and complete practice, and instigates self-care consistent with professional expectations.

Rationale

Behavioural adaptability is required to manage personal emotional responses as an individual and within teams in changing and unpredictable environments. Students will also be required to adapt their behaviour appropriately during times of additional stressors in their own lives, whether this adaptation involves ways of continuing to engage with their role or withdrawing for self-care for a period.

Examples

  • Adjust ways of working within teams of varied personal and professional backgrounds and clinical opinions to facilitate effective practice decisions;
  • Cope with own emotions and behaviour effectively when dealing with multiple and/or changing demands in the practice setting including working in public health emergency situations – e.g. graphic health images, emotionally challenging situations such as humanitarian emergencies; unsanitary environmental situations involving blood, urine, faeces following a disaster or disease outbreak.
  • Maintain respectful communication practices in times of increased stressors or workloads;
  • Be receptive and respond professionally to constructive feedback;
  • Adjust to changing circumstances in a way that allows self-care while maintaining a professional-level focus on practice needs.