Studying online was really easy because it provided me with the flexibility to study when it suited me.

Yvonne

Operating Nurse

See Yvonne's pathway

Master of Nursing Science - HMNSCO

This program enables you to develop critical thinking and problem-solving skills, specialised proficiency and effective communication skills for ethically oriented professional practice.

What to expect

This fully online course gives you the chance to study with a leader in nursing education alongside your other commitments. You'll develop advanced knowledge of nursing research along with the educational or leadership and management skills you need to make a positive impact on your work environment and the health of your community.

The program is delivered via a flexible, fully online mode, comprising learning modules via a Learning Management System (LMS).

You have a choice of exit points in the course:

  • The graduate certificate requires the completion of 4 x 15 credit point subjects (a total of 60 credit points) delivered over six-week intervals.
  • The graduate diploma requires completion of a further 4 x 15 credit point subjects delivered over six-week intervals (a total of 120 credit points).
  • The Master of Nursing Science requires completion of a further 2 x 30 credit point subjects delivered over 12-week intervals (a total of 180 credit points).

Our flexible course structure allows you to complete your degree in just 20 months, or pause your studies and re-join during one of our seven yearly intakes.

8 core subjects and 2 electives, allowing you to specialise in Nursing Education or Leadership and Management.

  • 180

    Credit Points

  • 10

    Subjects

  • 2

    Electives

Academic Integrity Module (AIM)

AIM is a not-for-credit subject that students are required to complete at the commencement of their first semester. The subject is designed to enhance the student's knowledge and awareness of issues concerning academic integrity.
  • LTU0AIM - Academic Integrity Module
    This subject introduces students to the principles of academic integrity in the context of La Trobe University's values and policy. Students learn what their responsibilities are in relation to maintaining ethical standards in all aspects of academic work and the potential ramifications for academic misconduct according to the Academic Integrity Policy. Activities and quizzes are provided which are designed to develop an understanding of the concepts of cheating, plagiarism and collusion. Topics include an explanation of how the text-matching tool 'Turnitin' is used at La Trobe, and where to get help and where to go to develop referencing skills
    School
    La Trobe Learning & Teaching
    Subject Co-ordinator
    Kathryn Hill
    Subject year level
    Year Level 0 - Enabling Program

    Subject rules

    Prerequisites
    N/A
    Co-requisites
    N/A
    Incompatible subjects
    N/A
    Equivalent subjects
    N/A
    Special conditions
    N/A

    Expected study

    Tutorial
    One 1.0 hours tutorial per study period on any day including weekend during the day and delivered via online.
    "One 1-hour online module (approximately depending on prior knowledge) to be completed by the end of week 1 of semester."

    Assessments

    Assessment element Comments % ILO*
    1.The Final Quiz (must achieve 8/10 to pass component) 50 01, 02, 03, 04, 05
    2.Statement of Student Responsibility Quiz (must achieve 10/10 to pass component) 50 01
    * Intended Learning Outcome as defined in the Outcome section

    1. Recognise and understand their academic integrity responsibilities;

    Activities:

    Introductory quiz and feedback

    2. Locate information about La Trobe's approach to academic integrity and referencing styles;

    Activities:

    Location of documents and quizzes

    3. Understand the importance of how to properly acknowledge and reference;

    Activities:

    Online activities using Academic Referencing Module and online quizzes.

    4. Apply knowledge to avoid academic misconduct; and,

    Activities:

    Completion of final quiz and statement of student responsibility.

    5. Evaluate situations to decide on appropriate academic integrity behaviour.

    Activities:

    Review of videos showing various scenario and completion of quiz questions.

Graduate Certificate subjects

  • NSG4PBN - Philosophy of Nursing
    Providing care for an individual is a privilege. 'Formal care' is provided by a number of community agencies in the form of health care, social care, spiritual care and community care. Nursing is often cited as a 'caring' profession by its members and the wider community. Why has the profession been 'labelled' in this way? You will examine the historical and philosophical foundations that underpin nursing in an attempt to address this question. It will be asserted that the impacts of war, the industrial revolution, the rise of feminism, the communication age and the global village have provided significant contributions to the development of nursing. The impacts of these foundations, on contemporary practice, will be explored and you will undertake some 'crystal ball gazing' activities in an effort to predict future contributions of the profession to the health of the community.
    School
    School of Nursing & Midwifery
    Subject Co-ordinator
    Kristina Edvardsson
    Subject year level
    Year Level 4 - UG/Hons/1st Yr PG

    Subject rules

    Prerequisites
    Students must be enrolled in course code: HMNSCO
    Co-requisites
    N/A
    Incompatible subjects
    N/A
    Equivalent subjects
    N/A
    Special conditions
    N/A

    Expected study

    Unscheduled Online Class
    One 150.0 hours unscheduled online class per study period on any day and delivered via online.

    Assessments

    Assessment element Comments % ILO*
    One 1,500-word written task (or equivalent). 30 01, 02, 03, 04
    One 2,000-word examination (or equivalent). 40 01, 02, 03, 04
    One multimedia and digital presentation using specified media (equiv to 1,500 words) or equivalent. 30 01, 02, 03, 04
    * Intended Learning Outcome as defined in the Outcome section

    1. Explain ways in which philosophical ideas and historical world events have shaped nursing practice over time.

    Activities:

    Online activity. Literature searching using a range of sources of evidence.

    2. Critically evaluate key theoretical concepts that underpin contemporary nursing practice.

    Activities:

    Online activity. Undertake an analysis of a contemporary nursing concept

    3. Engage in debate about the ethical, social, legal and political context of nursing, in contemporary society, using a comparative approach.

    Activities:

    Online activity. Critically apply social/ethical theory to a contested area of contemporary practice.

    4. Critically evaluate the future direction, contribution and roles for nursing in the context of emerging global health care challenges.

    Activities:

    Online activity.

    Subject Availability:

    This subject is available in the following study periods.

    For details of all study periods and important dates, please see the key dates table on the Course page.

    Teaching Session 3

    16 April 2018 to 27 May 2018

    Teaching Session 7

    29 October 2018 to 09 December 2018
  • NSG4CHI - Chronic Illness Narratives
    In this subject you will examine the illness experiences of people diagnosed with a chronic illness. Specifically, you will recognise the language of chronic illness and take account of individual's and family's personal meanings of health, illness and coping with chronic illness. Concepts such as hope, loss and powerlessness, as they are experienced by the person and family, are explored. You will also critically explore the role health professionals play in shaping the patient experience.
    School
    School of Nursing & Midwifery
    Subject Co-ordinator
    Liz Pascoe
    Subject year level
    Year Level 4 - UG/Hons/1st Yr PG

    Subject rules

    Prerequisites
    Students must be enrolled in course code: HMNSCO
    Co-requisites
    N/A
    Incompatible subjects
    N/A
    Equivalent subjects
    N/A
    Special conditions
    N/A

    Expected study

    Evidence Based Learning
    One 150.0 hours evidence based learning per study period on weekdays during the day and delivered via online.
    "150 hours of directed and self-directed online learning."

    Assessments

    Assessment element Comments % ILO*
    One 1,000-word written assessment plus one 500-word peer assessment task (or equivalent). 10 04
    One 1,500-word examination (or equivalent). 45 01
    One multimedia and digital presentation using specified media (equiv to 1,500 words) or equivalent. 45 02, 03
    * Intended Learning Outcome as defined in the Outcome section

    1. Critically reflect on current health care practice and recognise the language used to communicate with people with chronic illness.

    Activities:

    Break down the language health professionals use to communicate with people with chronic illness by examining stories that people have written online. Illustrate, with examples from practice, the language health professionals use to communicate with people with chronic illness.

    2. Interpret some of the ways that individual and family values, attitudes and beliefs impact on their adjustment to chronic illness.

    Activities:

    Outline the illness journey that people experience from diagnosis of illness, ongoing care and survival or death, using relevant literature. Using relevant literature and practice experiences, recognise some of the common concepts that shape individual and family values, attitudes and beliefs about chronic illness.

    3. Appraise the narratives used to communicate with individuals and families with chronic illness.

    Activities:

    Focus on one concept such as hope, loss, powerlessness or resilience to explore chronic illness narratives. Illustrate one concept such as hope, loss, powerlessness or resilience, that draws on practice experiences and patients' written accounts of their illness journey, as well as from relevant literature.

    4. Reconstruct how you may communicate better with individuals and families during their illness journey.

    Activities:

    Reframes an episode of practice to consider how it may be improved and assist the person in their illness journey. Appraises your plans for changing practice and judging appropriateness.

    Subject Availability:

    This subject is available in the following study periods.

    For details of all study periods and important dates, please see the key dates table on the Course page.

    Teaching Session 4

    04 June 2018 to 15 July 2018
  • NSG4FIR - Foundations in Research
    In this subject student will develop specialised knowledge in research by applying the concepts to an area within your professional practice. Specifically, you will focus on the skills required to be an effective consumer of research. Real-life research projects will be used as a foundation for you to explore the relevance of a research question, the appropriate selection of research design, the integration of relevant data analysis techniques, the conduct of research with ethical principles and the confidence with which conclusions can be drawn from the study findings-and translation and dissemination of research into practice settings. The subject forms a foundation for evidenced based practice and provides opportunities for students to consider undertaking research projects.
    School
    School of Nursing & Midwifery
    Subject Co-ordinator
    Ewan McDonald
    Subject year level
    Year Level 4 - UG/Hons/1st Yr PG

    Subject rules

    Prerequisites
    Students must be enrolled in course code: HMNSCO
    Co-requisites
    N/A
    Incompatible subjects
    N/A
    Equivalent subjects
    N/A
    Special conditions
    N/A

    Expected study

    Evidence Based Learning
    One 150.0 hours evidence based learning per study period on weekdays during the day and delivered via online.
    "150 hours of directed and self-directed online learning."

    Assessments

    Assessment element Comments % ILO*
    One 1,000-word written assessment identifying a research question and relevant study design 25 01
    One 1,500-word written formative critique of a published research paper & 500-word peer assess task 35 01, 02, 03, 04
    One 2,000-word written summative assessment - critique of published research paper 40 01, 02, 03, 04
    * Intended Learning Outcome as defined in the Outcome section

    1. Distinguish the important elements of different research processes.

    Activities:

    Students will complete learning modules which will assist them to examine the research process from developing research questions, selection of research design, data collection, data analyses, presentation and dissemination of findings. Each module will include a number of activities and readings to assist with learning.

    2. Analyse ethical principles for conducting and evaluating research studies.

    Activities:

    Students will complete a learning module which will provide a background to research ethics. They will also be expected to complete a number of written activities that address the principles of ethical research and outline the ethical processes required. Special consideration will be given to research with vulnerable groups.

    3. Examine strategies for dissemination of research.

    Activities:

    Categorise different strategies for dissemination of research. Analyse the effectiveness of dissemination strategies and potential to change nursing and midwifery practice.

    4. Examine research literature and research study design.

    Activities:

    Critique the research literature. Examine research to identify the principles of ethical research are observed. Judge the appropriateness of the research design to address the research question. Appraise the research outcomes compared to research aims.

    Subject Availability:

    This subject is available in the following study periods.

    For details of all study periods and important dates, please see the key dates table on the Course page.

    Teaching Session 1

    08 January 2018 to 18 February 2018

    Teaching Session 5

    23 July 2018 to 02 September 2018
  • NSG4CAD - Clinical Audit Development
    In this subject you will be introduced to the concept of clinical governance and the use of evidence to improve the quality of health care offered. You will apply the principles of evidence-based practice in a critique of current clinical practice and formulate a detailed plan for the conduct of a clinical audit as a means of investigating the effectiveness, appropriateness and feasibility of a clinical practice. The subject is comprised of a series of learning activities that are delivered online and supported by a facilitator.
    School
    School of Nursing & Midwifery
    Subject Co-ordinator
    Kathy Tori
    Subject year level
    Year Level 4 - UG/Hons/1st Yr PG

    Subject rules

    Prerequisites
    Students must be enrolled in course code: HMNSCO
    Co-requisites
    N/A
    Incompatible subjects
    N/A
    Equivalent subjects
    N/A
    Special conditions
    N/A

    Expected study

    Scheduled Online Class
    Six 1.0 hours scheduled online class per study period on weekdays during the day and delivered via online.
    "6x1hour online tutorials via 'Zoom' offered over the duration. 2x1hour sessions in week 1 and then 1x1hour session in weeks 2,3,4,5"
    Evidence Based Learning
    One 144.0 hours evidence based learning per study period on weekdays during the day and delivered via online.
    "144 hours of directed learning online."

    Assessments

    Assessment element Comments % ILO*
    One 1,000-word written task plus one 500-word peer assessment (or equivalent). 10 01, 02, 03, 04
    One 1,500-word examination (or equivalent written task) 45 01, 02, 03, 04
    One multimedia and digital presentation (equivalent to 1,500 words), or equivalent. 45 01, 02, 03, 04
    * Intended Learning Outcome as defined in the Outcome section

    1. Explain how clinical governance and best practice evidence is used in your organisation to improve clinical practice.

    Activities:

    Written assessment.

    2. Locate and critically appraise different forms of evidence.

    Activities:

    Online activity. Literature searching, using a range of sources of evidence.

    3. Develop a standard of 'best practice', that is based on the evidence available, on a clinical practice topic.

    Activities:

    Online activity. Literature searching using a range of sources of evidence.

    4. Formulate a detailed plan for the conduct of a clinical audit.

    Activities:

    Written assessment.

    Subject Availability:

    This subject is available in the following study periods.

    For details of all study periods and important dates, please see the key dates table on the Course page.

    Teaching Session 2

    26 February 2018 to 08 April 2018

    Teaching Session 6

    10 September 2018 to 21 October 2018

Graduate Diploma - Core subjects

  • NSG5RED - Research Design
    In this subject you will develop specialised knowledge and skills in research through its application to an area you identify in your professional practice. Specifically, you will develop specialised cognitive and technical skills that demonstrate application of the underlying principles and theoretical concepts of research. You will critically analyse, reflect on and synthesise complex information and apply established theories of your professional discipline. You will also interpret research knowledge and ideas to communicate within your professional discipline and general community.
    School
    School of Nursing & Midwifery
    Subject Co-ordinator
    Aziz Rahman
    Subject year level
    Year Level 5 - Masters

    Subject rules

    Prerequisites
    Must be enrolled in course code: HMNSCO and must have passed NSG4FIR
    Co-requisites
    N/A
    Incompatible subjects
    N/A
    Equivalent subjects
    N/A
    Special conditions
    N/A

    Expected study

    Evidence Based Learning
    One 150.0 hours evidence based learning per study period on weekdays during the day and delivered via online.
    "150 hours of directed and self-directed online learning."

    Assessments

    Assessment element Comments % ILO*
    One 1,500-word written task (or equivalent). 30 01
    One 2,000-word examination (or equivalent). 40 01, 02, 03, 04, 05
    One multimedia and digital presentation, using specified media (equiv to 1,500 words). 30 01, 05
    * Intended Learning Outcome as defined in the Outcome section

    1. Critically reflect on your current practice and appraise the situation to focus on an area of practice for investigation.

    Activities:

    Outline an area in your professional practice that requires investigation. Communicate about a research problem in your professional practice.

    2. Design a research proposal that demonstrates capacity to apply appropriate research knowledge and skills to address the area for investigation.

    Activities:

    Formulate a research question to address the research problem. Decide on an appropriate research design. Justify selection of research design to address the research question. Decide appropriate data collection and analysis strategies. Devise appropriate techniques of research rigour to validate research results.

    3. Demonstrate safe and ethical research practice in the research design.

    Activities:

    Apply the key ethical principles of research to their proposed research. Incorporate ethical processes required to conduct the research.

    4. Critically appraise and interpret available evidence to justify your research proposal.

    Activities:

    Appraise current research literature relevant to the research proposal. Compare and contrast current research literature relevant to the research proposal. Devise a rational argument to justify the proposed research.

    5. Interpret complex information into an appropriate mode to inform others with specific needs and context.

    Activities:

    Reconstruct research proposal in language suitable for communication to the professional discipline. Adapt research proposal to communicate to the general community.

    Subject Availability:

    This subject is available in the following study periods.

    For details of all study periods and important dates, please see the key dates table on the Course page.

    Teaching Session 3

    16 April 2018 to 27 May 2018

    Teaching Session 7

    29 October 2018 to 09 December 2018
  • NSG5ERP - Ethics in Research and Practice
    All nurses are expected to work within a professional Code of Ethics and all researchers are expected to work within a framework of ethical conduct. You will explore the many aspects of ethical conduct embedded in everyday practice and the specific challenges of ensuring people in our care are protected from harm, coercion and that confidentiality is maintained.
    School
    School of Nursing & Midwifery
    Subject Co-ordinator
    Julie Ellis
    Subject year level
    Year Level 5 - Masters

    Subject rules

    Prerequisites
    Must be enrolled in course code: HMNSCO and must have passed NSG4FIR
    Co-requisites
    N/A
    Incompatible subjects
    N/A
    Equivalent subjects
    N/A
    Special conditions
    N/A

    Readings

    Resource Title Resource requirement Author and year Publisher
    Readings Nursing & Midwifery Research (5th Edit). Recommended Schneider, Z., Whitehead, D., LoBiondo-Wood, G. & Haber, J. (2016). Elsevier

    Expected study

    Evidence Based Learning
    One 150.0 hours evidence based learning per study period on weekdays during the day and delivered via online.
    "150 hours of directed and self-directed online learning."

    Assessments

    Assessment element Comments % ILO*
    One 1,500-word written task (or equivalent). 30 01, 02, 03, 04
    One 2,000-word examination (or equivalent). 40 01, 02, 03, 04
    One multimedia and digital presentation, using specified media (equiv of 1,500 words). 30 01, 02, 03, 04
    * Intended Learning Outcome as defined in the Outcome section

    1. Articulate the major ethical considerations for the provision of clinical care and for research on humans.

    Activities:

    Online activity. Literature searching using a range of sources of evidence.

    2. Identify and explain strategies to ensure the ethical rights of humans are maintained in practice and in research.

    Activities:

    Online activity. Undertake an analysis of a contemporary nursing research ethics in practice.

    3. Identify and explain the major ethical values that can be applied to assess ethical integrity in practice and research.

    Activities:

    Online activity. Critically apply social/ethical theory to a contested area of contemporary practice.

    4. Ability to plan a research study with consideration of all the ethical responsibilities of the researcher.

    Activities:

    Review and/or prepare a human research ethics proposal.

    Subject Availability:

    This subject is available in the following study periods.

    For details of all study periods and important dates, please see the key dates table on the Course page.

    Teaching Session 4

    04 June 2018 to 15 July 2018

Graduate Diploma subjects - Education for Healthcare Professional Stream

  • NSG5TLP - Teaching and Learning in Nursing Practice
    This subject prepares clinicians for the roles of teacher, mentor, preceptor and clinical supervisor. Students will gain an understanding of the issues surrounding learning in the clinical environment and how to design learning encounters to minimise barriers and maximise learning outcomes. There will be the opportunity to observe, discuss, analyse and reflect upon contemporary clinical education practices and models. Modules within this unit will include philosophies and theories of teaching and learning, modes of supervision, ethical issues, assessment and feedback, and working within a clinician context.
    School
    School of Nursing & Midwifery
    Subject Co-ordinator
    Jacqueline McGregor
    Subject year level
    Year Level 5 - Masters

    Subject rules

    Prerequisites
    Must be enrolled in course HMNSCO - Master of Nursing Science.
    Co-requisites
    N/A
    Incompatible subjects
    N/A
    Equivalent subjects
    N/A
    Special conditions
    Where possible, students are encouraged to complete the level 4 subjects prior to enrolment in the level 5 subjects.

    Expected study

    Directed Reading
    One 144.0 hours evidence based learning per study period on weekdays during the day and delivered via online.
    "Fully online equivalent to 144 directed and self-directed learning hours. Delivered over 6 weeks."
    Scheduled Online Class
    One 1.0 hours scheduled online class per week on weekdays during the day and delivered via online.
    "6 x 1 hour blackboard collaborate tutorials"

    Assessments

    Assessment element Comments % ILO*
    One 1,500 word equivalent multimedia and digital presentation using specified media (or equivalent) 30 02, 01, 03, 05, 04
    One 1,500-word written task (or equivalent) 30 06
    One 2,000-word written task or examination (or equivalent) 40 01, 02, 03, 04, 05
    * Intended Learning Outcome as defined in the Outcome section

    1. Critique the philosophical and theoretical aspects of teaching and learning in a clinical setting.

    Activities:

    a. Examine your philosophy of teaching and learning in relation to teaching and learning in the clinical setting.
    b. Explore the theories of learning and their application to learning in the clinical setting
    c. Debate the principles of adult learning and how these characteristics can be utilized in clinical education.
    d. Review experiential learning theories and their relevance to clinical education.

    Related graduate capabilities and elements:

    Literacies and Communication Skills (Writing)

    2. Compare a variety of approaches to clinical teaching and learning drawing on models and theories from literature.

    Activities:

    a. Describe philosophical approaches to clinical education
    b. Investigate different models of clinical supervision in the clinical setting and their learning outcomes including but not limited to preceptorship, mentorship, dedicated education units, faculty-students clinics.
    c. Examine how to craft the clinical experience to maximize learning.
    d. Explore the future of teaching and learning in the clinical setting.

    Related graduate capabilities and elements:

    Literacies and Communication Skills (Writing)

    3. Investigate how various features and aspects of the teaching and learning environment can facilitate or hinder the education process.

    Activities:

    a. Describe how learning occurs within a clinical setting
    b. Examine the importance of peers in the learning process
    c. Explore student perceptions of learning in the clinical setting
    d. Describe the roles, rights and responsibilities of the educator students and other participants in the learning situation in the clinical setting.
    e. Describe how the organizational context can shape teaching and learning.

    Related graduate capabilities and elements:

    Literacies and Communication Skills (Writing)

    4. Examine the clinical environment as a setting for learning

    Activities:

    a. Examine student learning needs on clinical placement
    b. Effectively manage various learning situations in the clinical settings whilst maintaining patient autonomy, confidentiality and safety
    c. Communicate effectively with a range of people to effectively select clinical activities for learning
    d. Employ teaching strategies in the clinical setting to promote learning outcomes
    e. Manage of difficult behaviours from staff or students.
    f. Critique your own practice using reflective approaches to promote self-development

    Related graduate capabilities and elements:

    Literacies and Communication Skills (Writing)

    5. Employ theoretical foundations to assess and feedback to promote student learning in the clinical setting

    Activities:

    a. Explore the principles and models of giving feedback to promote learning
    b. Employ principles of assessment to competently assess a student's performance in the clinical environment
    c. Utilise formative and summative assessments to promote learning outcomes
    d. Examine the resources available to assess learning in the clinical setting

    Related graduate capabilities and elements:

    Literacies and Communication Skills (Writing)

    6. Analyse the ethical issues related to teaching and learning within a clinical environment

    Activities:

    a. describe the rights of the student and the patient in clinical learning situations
    b. analyse the legal ramifications of student mistakes in learning situations.

    Related graduate capabilities and elements:

    Literacies and Communication Skills (Writing)

    Subject Availability:

    This subject is available in the following study periods.

    For details of all study periods and important dates, please see the key dates table on the Course page.

    Teaching Session 1

    08 January 2018 to 18 February 2018

    Teaching Session 5

    23 July 2018 to 02 September 2018
  • NSG5NED - Nursing Educational Design
    Nursing Educational design is focused on the utilization of principles and theories of learning and instructional design to design and develop a learning program in the clinical setting. The subject requires learners to complete a needs assessment to identify and then construct effective learning outcomes for the program. Students will identify and develop assessment tasks for the program and formulate teaching and learning activities to enable the participants of the program to meet the identified learning outcomes of the program. A selected variety of learning and teaching approaches are explored and the learning achieved from the various approaches is also investigated. The use of the virtual learning environment and simulation in education in the clinical setting is also discussed. Program evaluation is explored and how evaluation outcomes can be used to redevelop and refine learning programs.
    School
    School of Nursing & Midwifery
    Subject Co-ordinator
    Monica Peddle
    Subject year level
    Year Level 5 - Masters

    Subject rules

    Prerequisites
    Must be enrolled in course HMNSCO - Master of Nursing Science (online).
    Co-requisites
    N/A
    Incompatible subjects
    N/A
    Equivalent subjects
    N/A
    Special conditions
    Where possible, students are encouraged to complete the level 4 subjects prior to enrolment in the level 5 subjects.

    Expected study

    Directed Reading
    One 150.0 hours directed reading per study period and delivered via online.
    "Fully online equivalent to 150 directed and self-directed learning hours. Delivered over 6 weeks."

    Assessments

    Assessment element Comments % ILO*
    One 1,500-word equivalent multimedia and digital presentation using specified media (or equivalent) 30 02, 01, 03, 05, 04
    One 1,500-word written task (or equivalent) 30 06
    One 2,000-word written task or examination (or equivalent) 40 01, 02, 04, 03, 05
    * Intended Learning Outcome as defined in the Outcome section

    1. Apply education theory and instructional design principles to design a program of learning for nursing

    Activities:

    a. Define the meaning of curriculum in nursing education,
    b. Explore theories of curriculum design including Constructive Alignment,
    c. Employ a needs analysis to develop a curriculum or short education program,
    d. Appraise theories of learning and how they relate to nursing education
    e. Utilise educational theory to underpin a curriculum for a course or program of learning, and
    f. Construct valid learning outcomes related to a specific course or educational program

    Related graduate capabilities and elements:

    Literacies and Communication Skills (Writing)

    2. Appreciate the role of assessment and feedback in the design of a clinical education program

    Activities:

    a. Explore the concept of assessment and the role assessment plays in learning
    b. Discuss the basic principles inherent in assessment of and for learning
    c. Examine various assessment strategies available and how these strategies impact students learning
    d. Investigate the growing phenomenon of peer feedback and self-assessment in education in the clinical setting
    e. Explore the principles and models of giving feedback to promote learning

    Related graduate capabilities and elements:

    Literacies and Communication Skills (Writing)

    3. Examine factors that can impact on teaching and learning in nursing education programs

    Activities:

    a. Examine how learning styles can impact on learning in nursing education programs
    b. Identify the influence of context on learning and learning outcomes
    c. Examine deep and surface approaches to learning
    d. Appraise different foundational approaches to learning and teaching that could be implemented within your education program
    e. Appraise the impact of peer assisted learning in nursing education programs

    Related graduate capabilities and elements:

    Literacies and Communication Skills (Writing)

    4. Effectively plan teaching and learning sessions to meet stated learning outcomes

    Activities:

    a. Explore how to schedule sessions within a program to promote effective learning within the students.
    b. Explore the basic skills required by a facilitator in teaching and learning activities.
    c. Plan teaching and learning sessions to meet stated learning outcomes.
    d. Identify critical factors that impact on planning a teaching and learning session in the clinical setting
    e. Investigate a variety of teaching and learning approaches that can be used in small and large groups that can be applied within a clinical setting to promote learning in students
    f. Investigate ways to manage challenging student behaviour in the learning situation

    Related graduate capabilities and elements:

    Literacies and Communication Skills (Writing)

    5. Recognize the role of specific teaching and learning activities in health professional education including learning through simulation and virtual learning activities.

    Activities:

    a. Review the benefits to learning outcomes from simulation methods that have been identified
    b. Explore the factors to consider when constructing a simulation based scenario
    c. Identify areas for consideration when facilitating simulated learning scenarios
    d. Examine the role and approaches to debriefing in simulation.
    e. Explore the principles that guide the design, development and delivery of learning online
    f. explore the role of the educator to facilitate and moderate learning in an online environment

    Related graduate capabilities and elements:

    Literacies and Communication Skills (Writing)

    6. Design program evaluation methods to determine effectiveness of a teaching program in nursing education

    Activities:

    a. differentiate between assessment and evaluation of education programs
    b. discuss the value of evaluating the effectiveness of an education program
    c. develop an effective strategy to be used to evaluate an education

    Related graduate capabilities and elements:

    Literacies and Communication Skills (Writing)

    Subject Availability:

    This subject is available in the following study periods.

    For details of all study periods and important dates, please see the key dates table on the Course page.

    Teaching Session 1

    08 January 2018 to 18 February 2018

    Teaching Session 5

    23 July 2018 to 02 September 2018

Graduate Diploma subjects - Healthcare Leadership and Management Stream

  • NSG5MHP - Managing Healthcare Personnel
    Nurses and other health care clinicians recognise the enormous privilege and massive responsibility they have in respect to ensuring patients' well-being. However, this privilege and responsibility should not to be taken for granted. This subject looks at what nurses, and especially those in senior leadership and managerial positions, can do to ensure staff and organisational practices reflect a patent-cantered culture. The Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry 2013 - which revealed catastrophic consequences for patients when leaders and managers abdicate their responsibility for tackling an insidious negative culture of tolerance of poor standards -will be used as a platform for generating students' learning in this subject. The subject is divided into five modules.
    School
    School of Nursing & Midwifery
    Subject Co-ordinator
    Ian Mosely
    Subject year level
    Year Level 5 - Masters

    Subject rules

    Prerequisites
    Must be enrolled in course HMNSCO - Master of Nursing Science (Online).
    Co-requisites
    N/A
    Incompatible subjects
    N/A
    Equivalent subjects
    N/A
    Special conditions
    Where possible, students are encouraged to complete the level 4 subjects prior to enrolment in the level 5 subjects.

    Expected study

    Directed Reading
    One 150.0 hours directed reading per study period and delivered via online.
    "Fully online equivalent to 150 directed and self-directed learning hours. Delivered over 6 weeks."

    Assessments

    Assessment element Comments % ILO*
    One 1,500-word equivalent multimedia and digital presentation using specified media (or equivalent) 30 01, 02, 03, 04
    One 1,500-word written task (or equivalent) 30 01, 02, 03, 04
    One 2,000-word written task (or equivalent) 40 01, 02, 03, 04
    * Intended Learning Outcome as defined in the Outcome section

    1. Investigate variances in organisational performance amongst healthcare organisations

    Activities:

    Read and then critically discuss the Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry 2013.

    Related graduate capabilities and elements:

    Literacies and Communication Skills (Writing)

    2. Appraise the different roles of nurses as clinicians, leaders and managers.

    Activities:

    Compare and contrast the different roles and responsibilities of nurses as clinicians, managers and leaders using one's own experience as a nurse and information drawn from research literature.

    Related graduate capabilities and elements:

    Literacies and Communication Skills (Writing)

    3. Critically review some of the barriers to practice change.

    Activities:

    Examine the enabling and the barriers to practice change.

    Related graduate capabilities and elements:

    Literacies and Communication Skills (Writing)

    4. Develop a Human Resource Development Program for your work setting.

    Activities:

    Develop a program of human resource development to support and enhance the successful implementation of change in the workplace.

    Related graduate capabilities and elements:

    Literacies and Communication Skills (Writing)

    Subject Availability:

    This subject is available in the following study periods.

    For details of all study periods and important dates, please see the key dates table on the Course page.

    Teaching Session 4

    04 June 2018 to 15 July 2018
  • NSG5OHL - Organisational Healthcare Leadership
    Healthcare organisations are dynamic and challenging environments regardless of setting or level of nursing staff responsibility, therefore the subject focuses on leadership development for nurses in management/senior positions. Recognising the importance of involving all nursing staff in leadership and management development, rather than concentrating on the development of individual nursing leaders or managers. Major theoretical frameworks of leadership and management are introduced, alongside a consideration of the different types of organisations and organisational structures. Students are encouraged to assess their own leadership strengths and development needs, and to use their assessments to develop their own individual leadership development frameworks. This subject is divided into five modules.
    School
    School of Nursing & Midwifery
    Subject Co-ordinator
    Ian Mosley
    Subject year level
    Year Level 5 - Masters

    Subject rules

    Prerequisites
    Must be enrolled in course HMNSCO - Master of Nursing Science (online).
    Co-requisites
    N/A
    Incompatible subjects
    N/A
    Equivalent subjects
    N/A
    Special conditions
    Where possible, students are encouraged to complete the level 4 subjects prior to enrolment in the level 5 subjects.

    Expected study

    Directed Reading
    One 150.0 hours directed reading per study period and delivered via online.
    "Fully online equivalent to 150 directed and self-directed learning hours. Delivered over 6 weeks."

    Assessments

    Assessment element Comments % ILO*
    One 1,500-word equivalent multimedia and digital presentation using specified media (or equivalent) 30 01, 02, 03, 04, 05, 06
    One 1,500-word written task (or equivalent) 30 01, 02, 03, 04, 05, 06
    One 2,000-word examination (or equivalent) 40 01, 02, 03, 04, 05, 06
    * Intended Learning Outcome as defined in the Outcome section

    1. Produce 'formal' and 'informal' organisational charts for your work setting.

    Activities:

    Identify the different types of organisational structures in health care settings. Examine the advantages and disadvantages of relying on an organisational chart to provide insight into how organisations actually work in practice at the macro, meso, and micro levels.

    Related graduate capabilities and elements:

    Literacies and Communication Skills (Writing)

    2. Discuss the relationship between formal and informal organisational structures

    Activities:

    Compare and contrast different management and leadership theories. Describe the distinguishing dimensions of leadership and management.

    Related graduate capabilities and elements:

    Literacies and Communication Skills (Writing)

    3. Describe the major management and leadership theories/approaches applicable for healthcare settings

    Activities:

    Critically examine the different approaches to leadership in health services. Evaluate their design in terms of productivity, innovation, and the enhancement of healthcare staff.

    Related graduate capabilities and elements:

    Literacies and Communication Skills (Writing)

    4. Contrast the suitability of current leadership development programs.

    Activities:

    Examine leadership training programs available to you at a local, national, or international level.

    Related graduate capabilities and elements:

    Literacies and Communication Skills (Writing)

    5. Develop a model training program for intending nurse leaders

    Activities:

    Identify how the needs of early career nurses can be met through staff development programs.

    Related graduate capabilities and elements:

    Literacies and Communication Skills (Writing)

    6. Develop a personal leadership plan

    Activities:

    Assess your own leadership strengths and development needs.

    Related graduate capabilities and elements:

    Literacies and Communication Skills (Writing)

    Subject Availability:

    This subject is available in the following study periods.

    For details of all study periods and important dates, please see the key dates table on the Course page.

    Teaching Session 1

    08 January 2018 to 18 February 2018

    Teaching Session 5

    23 July 2018 to 02 September 2018

Masters subjects

  • NSG5IPC - Implementing Practice Change
    In this subject, students are offered the opportunity to design and implement the project that was undertaken in NSG5NPI that supports the development of their clinical expertise, scholarly inquiry and skills in reporting. This subject is delivered via a flexible online mode via the LMS and regular communication with a designated academic staff.
    School
    School of Nursing & Midwifery
    Subject Co-ordinator
    Jacqueline McGregor
    Subject year level
    Year Level 5 - Masters

    Subject rules

    Prerequisites
    Must be admitted in course code: HMNSCO and must have passed 120 credit points in HMNSCO - Master of Nursing Science
    Co-requisites
    N/A
    Incompatible subjects
    N/A
    Equivalent subjects
    N/A
    Special conditions
    Students must have passed all Graduate Certificate and Graduate Diploma subjects before undertaking this subject.

    Expected study

    Evidence Based Learning
    One 300.0 hours evidence based learning per study period on weekdays during the day and delivered via online.
    "300 hours of directed and self-directed online learning"

    Assessments

    Assessment element Comments % ILO*
    1000 word equivalent writing task or multimedia equivalent 10 01
    3000 word equivalent writing task or multimedia equivalent 30 02, 03, 04
    6000 word equivalent writing task or multimedia equivalent 60 02, 03, 04
    * Intended Learning Outcome as defined in the Outcome section

    1. Critically reflect on your current practice and evaluate your clinical project. Identify goals for improvement and change

    Activities:

    On line activity, literature searching using a range of sources of evidence to identify area for change

    2. Critically evaluate available evidence to inform the implementation of change to your clinical setting

    Activities:

    Written exercise and practical activity

    3. Implement your clinical project in safe and ethical manner using the required specific skills, knowledge and attitudes to achieve the negotiated outcome.

    Activities:

    Undertake the agreed project Written exercise and practical activity

    4. Report on the outcomes of the project.

    Activities:

    written exercise

    Subject Availability:

    This subject is available in the following study periods.

    For details of all study periods and important dates, please see the key dates table on the Course page.

    Teaching Session 8

    08 January 2018 to 08 April 2018

    Teaching Session 11

    04 June 2018 to 02 September 2018
  • NSG5NPI - Nursing Practice Innovation Project
    In this subject, you will be offered the opportunity to design and implement and evaluate a project that supports the development of your leadership or educational study focus, scholarly inquiry and skills in reporting. This innovation project may include the implementation and evaluation of a project related to an education program, leadership program or quality improvement activity within your current area of practice.
    School
    School of Nursing & Midwifery
    Subject Co-ordinator
    Fergus Campbell
    Subject year level
    Year Level 5 - Masters

    Subject rules

    Prerequisites
    Must be enrolled in course code: HMNSCO and must have passed NSG5IPC.
    Co-requisites
    N/A
    Incompatible subjects
    N/A
    Equivalent subjects
    N/A
    Special conditions
    N/A

    Expected study

    Evidence Based Learning
    One 300.0 hours evidence based learning per study period on weekdays during the day and delivered via online.
    "300 hours of directed and self-directed online learning"

    Assessments

    Assessment element Comments % ILO*
    2000 word equivalent writing task For example, this assessment task may be a combination of project planning which includes ethical considerations and peer review/feedback. 20 01, 02
    3000 word equivalent writing task or multimedia equivalent For example, this formative assessment task may be presented as a reflective piece of assessment that asks students to explore their experiences of implementing their project. 30 01, 02, 03, 04
    5000 word equivalent writing task or multimedia equivalent This assessment task may take the form of an article written in prepration for publication in a quality peer reviewed journal, or the development of procedural/policy guidelines for an organisation or similar reflective of the project planned and implemented within the subject. 50 01, 02, 03, 04
    * Intended Learning Outcome as defined in the Outcome section

    1. Utilise analytical, problem solving, planning, negotiation & evaluation skills to inform the design and implementation of a project of scholarly investigation

    Activities:

    On line activity, literature searching using a range of sources of evidence to identify area for innovative project. Online Activity, set goals for project that are SMART Undertake the agreed innovative project

    2. Implement and conduct an innovative project in a safe and ethical manner using the required specific skills, knowledge and attitudes required to achieve the negotiated outcome.

    Activities:

    Develop ethical guidelines to support the implementation of the project. Share this with fellow students and provide constructive feedback

    3. Utilise different forms of evidence to validate conclusions drawn from your investigation

    Activities:

    Evaluate project using a model of reflection and compare project findings/outcomes against current best practice.

    4. Report on the outcomes of the project in a format appropriate for different purposes

    Activities:

    Select a quality journal related to your topic area and prepare a report about the project according to the journal's author guidelines.

    Subject Availability:

    This subject is available in the following study periods.

    For details of all study periods and important dates, please see the key dates table on the Course page.

    Teaching Session 10

    16 April 2018 to 15 July 2018

    Teaching Session 13

    10 September 2018 to 09 December 2018

In this together

One-on-one help from staff when you need it, and a close-knit network of fellow students. La Trobe's online Master of Nursing Science offers all the support you could possibly need, without going near a campus!

Jacqueline McGregor

Jacqueline McGregor

Lecturer, School of Nursing and Midwifery

More information

The Master of Nursing Science program provides you with the knowledge and skills in research, and your chosen area of professional practice – Nursing Education or Leadership and Management. 

Key dates

Teaching Sessions are 6 weeks long for 15 credit point subjects. The 2 thirty point credit point subjects are delivered over 12 weeks.
Applications close 10 working days before the start of each study period.

2018

Study Period Start Date Census Date Last
Withdrawal
Without Fail
End Date
Teaching Sessions 1 08 Jan 2018 21 Jan 2018 04 Feb 2018 18 Feb 2018
Teaching Sessions 2 26 Feb 2018 11 Mar 2018 25 Mar 2018 08 Apr 2018
Teaching Sessions 3 16 Apr 2018 29 Apr 2018 13 May 2018 27 May 2018
Teaching Sessions 4 04 Jun 2018 17 Jun 2018 01 Jul 2018 15 Jul 2018
Teaching Sessions 5 23 Jul 2018 05 Aug 2018 19 Aug 2018 02 Sep 2018
Teaching Sessions 6 10 Sep 2018 23 Sep 2018 07 Oct 2018 21 Oct 2018
Teaching Sessions 7 29 Oct 2018 11 Nov 2018 25 Nov 2018 09 Dec 2018
Teaching Sessions 8 08 Jan 2018 06 Feb 2018 09 Mar 2018 08 Apr 2018
Teaching Sessions 9 26 Feb 2018 27 Mar 2018 27 Apr 2018 27 May 2018
Teaching Sessions 10 16 Apr 2018 15 May 2018 15 Jun 2018 15 Jul 2018
Teaching Sessions 11 04 Jun 2018 03 Jul 2018 03 Aug 2018 02 Sep 2018
Teaching Sessions 12 23 Jul 2018 21 Aug 2018 21 Sep 2018 21 Oct 2018
Teaching Sessions 13 10 Sep 2018 09 Oct 2018 09 Nov 2018 09 Dec 2018
Teaching Sessions 14 29 Oct 2018 04 Dec 2018 11 Jan 2019 17 Feb 2019

2017

Study Period Start Date Census Date Last
Withdrawal
Without Fail
End Date
Teaching Sessions 1 09 Jan 2017 22 Jan 2017 05 Feb 2017 19 Feb 2017
Teaching Sessions 2 27 Feb 2017 12 Mar 2017 26 Mar 2017 09 Apr 2017
Teaching Sessions 3 17 Apr 2017 30 Apr 2017 14 May 2017 28 May 2017
Teaching Sessions 4 05 Jun 2017 18 Jun 2017 02 Jul 2017 16 Jul 2017
Teaching Sessions 5 24 Jul 2017 06 Aug 2017 20 Aug 2017 03 Sep 2017
Teaching Sessions 6 11 Sep 2017 24 Sep 2017 08 Oct 2017 22 Oct 2017
Teaching Sessions 7 30 Oct 2017 12 Nov 2017 26 Nov 2017 10 Dec 2017
Teaching Sessions 8 09 Jan 2017 07 Feb 2017 10 Mar 2017 09 Apr 2017
Teaching Sessions 9 27 Feb 2017 28 Mar 2017 28 Apr 2017 28 May 2017
Teaching Sessions 10 17 Apr 2017 16 May 2017 16 Jun 2017 16 Jul 2017
Teaching Sessions 11 05 Jun 2017 04 Jul 2017 04 Aug 2017 03 Sep 2017
Teaching Sessions 12 24 Jul 2017 22 Aug 2017 22 Sep 2017 22 Oct 2017
Teaching Sessions 13 11 Sep 2017 10 Oct 2017 10 Nov 2017 10 Dec 2017
Teaching Sessions 14 30 Oct 2017 05 Dec 2017 12 Jan 2018 18 Feb 2018
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Pricing

We can help with exploring payment options and assistance - just get in touch!
All students (Australian, New Zealand and offshore international students)
$22,200 Per 120
Credit points
Fee per subject - approximately A$2,775
Total course fee - approximately A$33,300

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