Course coordinator
Ms Claire Turner
Claire is available following the workshop for brief conversations. If you want to schedule a meeting please email Claire to find a time.
Course overview
- Study period
- Semester 1, 2026 (16/02/2026 - 29/05/2026)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Nursing, Midwifery & Social Wk
This course will provide students with a comprehensive knowledge and skill base for advanced practice in health and ageing. The aim is to develop students' critical reasoning, assessment and intervention skills with individuals, families and groups and caregivers in diverse health contexts. The course uses weekly interactive scenario-based learning case studies, taught with social work practitioners, to examine and apply concepts of inclusive practice and knowledge-based and ethical decision-making in assessment and intervention. The course will facilitate the development of skills in professional writing; team work; individual and systems advocacy skills; understanding and application of outcome-focused practice; and use of evidence for best practice.
The Master of Social Work (Q) program is accredited by the Australian Association of Social Workers (AASW). The AASW Accreditation Standards (2020) stipulate that accredited social work programs are required to include content that addresses the five core curriculum areas listed below. SWSP7181 contains content in all five curriculum areas.
1. Constructions of social work purpose, place, and practice
2. Power, oppression, and exploitation
3. The history and contribution of Aboriginal and Torres Strait Islander peoples
4. Culture, identity, and discrimination
5. Psychosocial health and wellbeing across the lifecycle
Health and ageing fields
The health and ageing fields are significant areas of social work graduate employment. To prepare students for professional social work practice in theseﾠfields, this course focuses on the application and demonstration of critical thinking in assessment, use of theory and decision making about social work interventions, and the application of core social work skills in varied health and ageing environments and with diverse groups. The course content and activities are covered in weekly three hour face to face workshops that combine information presentation with class discussion, interactive exercises, and small group activities aimed at putting knowledge into practice. Some of the workshops are taught in conjunction with guest speakers and current practitioners in the field to include an up to date practice perspective on a range of health and ageing issues. The focus will be on understanding the knowledge, standards, and methods needed for best practice in the health and ageingﾠarea and on making use of this knowledge in modern professional settings. This will include engagement, assessment, intervention, and advocacy skills with individuals and families as well as clinical documentation and professional communication in health and ageing contexts.
Participation
The UQ social work program is accredited by the AASW and the education accreditation standards require student participation in skills courses. The accrediting body can require proof that students have participated fully in learning activities in specified courses. This is in order to support students to achieve the knowledge and skills to engage appropriately with the field and clients in their placement and their professional practice. Students are expected to participate in all seminars for this course which includes having completed the required reading prior to class, contributing to discussions, and enacting the social work role in relevant client-based role plays and simulated case scenarios. We will keep a roll of student participation in case our accreditation body requests evidence of overall student participation. In this roll we will note student attendance and engagement in relation to:ﾠ1. Active and constructive participation in the workshop discussion; and 2. Knowledge of lecture material and required readings sufficient to participate in an informed way in class exercises.
GEMS Interprofessional Collaborative Practice (IPCP) Module 2
Interprofessional Collaborative Practice modules have been rolled out across all disciplines and have been embedded in this course. The learning objectives of this module are to recognise and demonstrate interprofessional practice skills including role clarification, team functioning, interprofessional communication, conflict management, collaborative leadership and client-centred care. All these skills are central to effective social work practice. Being skilled at working with other health professionals, in all fields of practice, is crucial for providing quality, holistic services to clients. Having experience in this format will considerably enhance your attractiveness to placement providers as well as your employability. The IPCP module is a significant advantage in preparing you for practice in ‘real world’ health settings rather than 'extra work'.
This module is part of SWSP7181 because it is an important aspect of practice and a logical fit. The IPCP are however a discreet unit in themselves and include face to face tutorials timetabled for Fridays with a separate Blackboard site, distinct from the SWSP7181 site. Remember - this is not instead of the health and ageing course - it's in addition to the health and ageing course. This profile includes information about the assessment task for the IPCP modules component for your information only, as it is important to remember that all things related to these modules will be managed via the separate Blackboard site; assessment for the ICPC component is not related to the rest of the SWSP7181 assessment pieces.
Course requirements
Incompatible
You can't enrol in this course if you've already completed the following:
SWSP4181
Restrictions
MSocWkSt, MSW(Q)
Course contact
Course staff
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
The learning activities for this course include:
- 1-hour of online content including short videos and case studies
- 2-hour in-person workshop that includes course content and skills demonstrations
Attendance is required for the in-person workshop and a roll will be taken.
Aims and outcomes
The aim of this professional course in the fields of health and ageing is to develop practice competency in graduates entering these diverse and dynamic areas of social work practice. The focus is on developing and evaluating capacity for critical thinking in the identification andﾠanalysis of issues, the use of theory and research in practice, and making and enacting decisions about social work interventions. In doing so, the focus is also on developing capacity for engagement, assessment and planning with individuals and families in complex case scenarios. To demonstrate andﾠenhance critical thinking, the course is based on the use of simulated situations as well as demonstration of skills and discussion of practice issues.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Identify, define, and explain theoretical principles, professional standards, and practice methods relevant to social work in health and ageing contexts including assessment of need, capacity and risk, planning, and negotiating outcomes with individuals and families.
LO2.
Employ critical thinking in the use of social work knowledge, values, and skills for ethically based decision-making in a range of health and ageing settings.
LO3.
Understand the significance of inclusive practice in social work with individuals and families with complex needs in the fields of health and ageing and the application of concepts such as stigma, intersectionality, and diversity, and client-centred care.
LO4.
Apply social work practice skills including engagement, assessment, intervention, advocacy, professional communication, and reflection in the health and ageing context.
LO5.
Critically review, evaluate and use evidence to inform and achieve best practice in social work in health and ageing settings.
LO6.
Develop interprofessional practice skills in conflict management and collaborative leadership and enhance skills in role clarification, team functioning, interprofessional communication, client-centred care.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Paper/ Report/ Annotation | Framework for practice in health and ageing | 40% This piece is marked out of 100 |
15/04/2026 1:00 pm |
| Paper/ Report/ Annotation, Reflection |
GEMS IPCP Curriculum Assessment
|
Pass/Fail; Must Pass |
Please refer to the HABS1240 Learn.UQ course site for due date information. |
| Paper/ Report/ Annotation, Essay/ Critique, Role play/ Simulation |
Demonstration of skills, documentation and review
|
60% This piece is marked out of 100 |
10/06/2026 1:00 pm |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Framework for practice in health and ageing
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 40% This piece is marked out of 100
- Due date
15/04/2026 1:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
This task requires you to view a video case example that will be introduced within an earlier workshop.
You then need to complete three components; two brief written exercises, an assessment report and a brief summary of literature.
As a whole, the task is worth 40% out of 100% of the final result for the course.
The piece is marked out of 100 with the following breakdown: written exercises 35/100, assessment report 25/100, summary of literature 25/100, overall presentation 15/100.
This description is only a summary of the task. For full details, including the marking rubric, please refer to the course Learn UQ (Blackboard) site.
Submission guidelines
This assessment requires students to submit an electronic version of their assignment via Blackboard.The electronic version of your assignment will be submitted via Blackboard, using the Turnitin software. Please refer to ITS help if you experience difficulties in submitting your assessment in Blackboard or using Turnitin.
By submitting your assignment, you are certifying that it is your original work and that where you have used the ideas or writing of other authors this has been acknowledged according to accepted academic guidelines. Further it has not been previously submitted for assessment in any other course at university (unless resubmission is part of the requirements for the course assessment). You need to ensure you have completed the university’s academic integrity module before you submit your assignment.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
Extension requests are submitted online via my.UQ. Extension requests received in any other way will not be approved.
Extension guidelines
- Extension requests should be submitted prior to the assessment deadline.
- Requests for extensions received after the assessment item submission due date may not be approved. Late requests must include evidence of the reasons for the late request as per the guidelines in my.UQ.
- The extension granted should be in proportion to the period of illness or disruption caused by the exceptional circumstances and will typically be no more than the specified maximum extension length for each assessment.
- A maximum of three assessment requests can be submitted for each assessment, and the third request must include an Assessment Management Plan.
- Students who have been ill or unable to attend class for more than 4 weeks in a semester are advised to carefully consider whether they are capable of successfully completing their courses and may need to consider applying for removal of course.
- Students who have a disability or a chronic medical condition (including a mental health condition) are encouraged to meet with a Disability Advisor within Student Services to request a Student Access Plan (SAP) with a clause on extension requests. Students who have an SAP can apply for a 7-day extension.
Outcome of application
- Extension requests are generally processed within 2 working days.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
GEMS IPCP Curriculum Assessment
- Hurdle
- Team or group-based
- Mode
- Written
- Category
- Paper/ Report/ Annotation, Reflection
- Weight
- Pass/Fail; Must Pass
- Due date
Please refer to the HABS1240 Learn.UQ course site for due date information.
- Learning outcomes
- L06
Task description
There are two (2) parts to this assessment both based upon a client case conference role play that your team will complete during the tutorial class.
- Part one requires you to complete a worksheet and will draw on your case conference role play, focusing on role-clarification, team functioning and client-centred care. There is no word limit for the worksheet.
- Part two requires you to complete a team reflection on the processes adopted during your case conference role play specifically focusing on interprofessional communication, team functioning, conflict management and collaborative leadership. Length: The team reflection will be limited to 500 words.
This is a team assessment, and all team members are expected to contribute equally to the team’s assessment items during the tutorial.
- Teams will be assigned prior to the tutorial.
- The due date is determined by the class allocation.
- Teams will need to submit both assessment pieces in the Assessment tab on the IPCP Learn.UQ course site prior to the end of the tutorial class.
- Additional information regarding submission will be provided on the IPCP Learn.UQ course site.
Hurdle requirements
The IPCP module is a Pass/Fail assessment task. You must pass this item to pass the course. Students who pass the module will receive a course grade based on the remaining assessment in the course.Submission guidelines
As per IPCP module Blackboard site: HABS1240 Interprofessional Collaborative Practice.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Late submission
- Students who are unable to attend the module because they are away from Brisbane or ill on the day of the tutorial class, will be given an opportunity to complete the assessment individually. Successful completion of the assessment will enable a PASS grade for the module.
- For all students who submit a genuine attempt at the assessment but do not achieve a pass grade for their submitted work, they will be given a second opportunity to pass the module by completing a reflective essay. If this is task is successfully completed, a grade for the course will be awarded based on the remaining assessment in the course.
- Students who do not engage with the module and do not submit a genuine attempt, will be given an opportunity to complete a 5,000 word assignment on teamwork. Successful completion of this assignment will enable the student to be eligible to pass the course with a maximum grade of 4 (if the remaining assessment in the course would result in a grade higher than 4, a maximum grade of 4 will be awarded).
- Students who fail the module, who do not complete either the reflective essay or the teamwork assignment above will be awarded a maximum grade of 3 (if the remaining assessment in the course would result in a grade higher than 3, a maximum grade of 3 will be awarded).
Demonstration of skills, documentation and review
- In-person
- Mode
- Activity/ Performance, Written
- Category
- Paper/ Report/ Annotation, Essay/ Critique, Role play/ Simulation
- Weight
- 60% This piece is marked out of 100
- Due date
10/06/2026 1:00 pm
- Other conditions
- Student specific.
- Learning outcomes
- L01, L02, L03, L04, L05, L06
Task description
This task has three components (Parts A, B and C). Each component of this task will be marked out of 100 (see marking rubric) and will have the following weighting that contributes to your mark for the task:
Part A: 20% (simulation participation in Weeks 12 or 13);
Part B: 30% (written case note);
Part C: 50% (report and critical analysis).
As a whole, the task is worth 60% out of 100% of the final result for the course.
The piece is marked out of 100 with the following breakdown: simulation 20/100; written case note 30/100; report and analysis 50/100.
This description is only a summary of the task. For full details, including the marking rubric, please refer to the course Learn UQ (Blackboard) site.
Submission guidelines
Students must submit all pieces of work, pass the practical demonstration, and achieve an overall mark of 50% to pass this course.
This assessment requires students to submit an electronic version of their assignment via Blackboard.The electronic version of your assignment will be submitted via Blackboard, using the Turnitin software. Please refer to ITS help if you experience difficulties in submitting your assessment in Blackboard or using Turnitin.
By submitting your assignment, you are certifying that it is your original work and that where you have used the ideas or writing of other authors this has been acknowledged according to accepted academic guidelines. Further it has not been previously submitted for assessment in any other course at university (unless resubmission is part of the requirements for the course assessment). You need to ensure you have completed the university’s academic integrity module before you submit your assignment.
Use of Artificial Intelligence (AI) and Machine Translation (MT)
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
Extension availability
- Extensions are only available for the written components of this assessment, i.e., for Part B Clinical Documentation in Case Note and for Part C Report and Critical Analysis, as below.
- Part A of this assessment item (Simulated Demonstration of Skills) is not eligible for an extension request and students who do not participate in the simulation/demonstration at the allocated time will receive a mark of zero for this assessment. Students who have a bona fide reason for being unable to participate may apply for a deferred assessment and if this request is granted, the student will undertake this assessment during the deferred assessment period. Please apply for a deferred school category, end of semester examination through mySI-net in accordance with UQ guidelines .
Applying for an extension
Extension requests are submitted online via my.UQ. Extension requests received in any other way will not be approved.
Extension guidelines
- Extension requests should be submitted prior to the assessment deadline.
- Requests for extensions received after the assessment item submission due date may not be approved. Late requests must include evidence of the reasons for the late request as per the guidelines in my.UQ.
- The extension granted should be in proportion to the period of illness or disruption caused by the exceptional circumstances and will typically be no more than the specified maximum extension length for each assessment.
- A maximum of three assessment requests can be submitted for each assessment, and the third request must include an Assessment Management Plan.
- Students who have been ill or unable to attend class for more than 4 weeks in a semester are advised to carefully consider whether they are capable of successfully completing their courses and may need to consider applying for removal of course.
- Students who have a disability or a chronic medical condition (including a mental health condition) are encouraged to meet with a Disability Advisor within Student Services to request a Student Access Plan (SAP) with a clause on extension requests. Students who have an SAP can apply for a 7-day extension.
Outcome of application
- Extension requests are generally processed within 2 working days.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 29.99 |
Absence of evidence of achievement of course learning outcomes. Course grade description: Fails to demonstrate most or all of the basic requirements of the course |
| 2 (Fail) | 30 - 46.99 |
Minimal evidence of achievement of course learning outcomes. Course grade description: Demonstrates clear deficiencies in understanding and applying fundamental concepts; communicates information or ideas in ways that are frequently incomplete or confusing and give little attention to the conventions of the discipline. |
| 3 (Marginal Fail) | 47 - 49.99 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Demonstrates superficial or partial or faulty understanding of the fundamental concepts of the field of study and limited ability to apply these concepts; presents undeveloped or inappropriate or unsupported arguments; communicates information or ideasﾠ with lack of clarity and inconsistent adherence to theﾠ conventions of the discipline. |
| 4 (Pass) | 50 - 64.4 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Demonstrates adequate understanding and application of the fundamental concepts of the field of study; develops routine arguments or decisions and provides acceptable justification; communicates information and ideas adequately in terms of the conventions of the discipline. |
| 5 (Credit) | 64.5 - 74.49 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates substantial understanding of fundamental concepts of the field of study and ability to apply these concepts in a variety of contexts; develops or adapts convincing arguments and provides coherent justification; communicates information and ideas clearly and fluently in terms of the conventions of the discipline. |
| 6 (Distinction) | 74.5 - 84.49 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: As for 5, with frequent evidence of originality in defining and analysing issues or problems and in creating solutions; uses a level, style and means of communication appropriate to the discipline and the audience. |
| 7 (High Distinction) | 84.5 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: As for 6, with consistent evidence of substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critically evaluates problems, their solutions and implications. |
Additional course grading information
Students must submit all pieces of work, pass the practical demonstration and achieve an overall mark of 50% to pass this course.
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
All UQ social work programs are accredited by the AASW (Australian Association of Social Workers) and the education accreditation standards require student participation in face-to-face learning, preferably in skills courses.
Given the skills focus of the Professional Practice courses, they have been identified as three of the courses in which student participation in face-to-face learning is compulsory.
For this course you MUST fully participate in at least seven of the 13 sessions. Attendance for the whole session is required. Students unable to attend at least seven sessions, for any reason, will not have satisfactorily participated and as a result will not be eligible to pass the course. The AASW can ask for proof that students have participated in face-to-face learning in specified courses. To ensure compliance with AASW requirements, a participation list will be taken each week.
However, you are strongly urged to participate in all classes for this course, particularly given that the final assessment is a skill-based simulation. Missing class means missing opportunities to learn and practice your required skills. Students are reminded that in order to progress to final placement you must have successfully completed all skills courses.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Library resources are available on the UQ Library website.
Additional learning resources information
University Learning Resources
Access to required and recommended resources, plus past central exam papers, is available at the UQ Library website (https://uq.rl.talis.com/courses/swsp7181.html).
The University offers a range of resources and services to support student learning. Details are available on the myUQ website (https://my.uq.edu.au/).
School of Nursing, Midwifery and Social Work Learning Resources
In order to undertake assessment and course activities students will need access to a computer that is connected to the internet and their UQ email. Please see the Library website for information on accessing Library computers.
eLearning
The course has a Blackboard (Bb) site that has information and some learning material in regards to the course. Students will be required to become proficient in accessing and using the Blackboard site. To access Blackboard log in to my.UQ and click on the ‘eLearning’ link on the left hand menu, or via https://learn.uq.edu.au/.
Assessment and Assignment Writing Guide
Please visit https://nmsw.uq.edu.au/assessment on the School of Nursing, Midwifery and Social Work website for information about assessment.
Student Support Services
Student Support Services provide an integrated professional service in the areas of careers and employment, learning assistance, personal counselling, disability support, financial services and international student support. For more information on individual services offered please go to: http://www.sss.uq.edu.au
Other Learning Resources and Information
Useful evidence based practice resources
Cochrane Collaboration Cochrane | Trusted evidence. Informed decisions. Better health.
Campbell Collaboration Systematic reviews, evidence synthesis - The Campbell Collaboration
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (23 Feb - 01 Mar) |
Workshop |
Introduction to social work in health and ageing This workshop will introduce the overall structure of the course, providing an outline of the scope, challenges, and characteristics of social work practice in health and ageing contexts. Key constructs and concepts framing the course will be in delivered, including: the Australian health care system; the social determinants of health; the intersection of health and social care/social work; the role of social work in health care settings; useful theories for practice; and developing a framework for approaching social work in the health and ageing fields. Learning outcomes: L01, L02, L05 |
Tutorial |
GEMS Interprofessional Collaborative Practice Module (Tutorials) The module consists of on-line preparation and one face-to-face tutorial. You will be allocated to a small team of students from different discipline backgrounds to engage in a range of learning activities, including a case conference role play, to develop your knowledge and skills to help prepare you for working in interprofessional collaborative teams when caring for clients. You will work in small teams in a single 3-hour tutorial with students from Audiology, Dentistry, Dietetics, Nursing, Occupational Therapy, Physiotherapy, Psychology, Social Work and Speech Pathology. Learning outcomes: L06 |
|
Week 2 (02 Mar - 08 Mar) |
Workshop |
Context and purpose of social work in health and ageing This workshop will explore the role and purpose of social work in health and ageing settings. Critical knowledge and relevant theories will be discussed, including common core skills and methods for practice in both health and ageing settings. Learning outcomes: L01, L02, L05 |
Week 3 (09 Mar - 15 Mar) |
Workshop |
Diversity and disadvantage in health and ageing This workshop will focus on concepts and ideas that include or exclude access to health or aged care services for people in Australia. Issues such as ageism, intersectionality and other dimensions of diversity will be discussed, as well as the importance of understanding inclusive social work and critically reflective practice to create collaborative and safe environments. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 4 (16 Mar - 22 Mar) |
Workshop |
Working with families/supports in health and ageing Working with families and other supports is a key area of social work practice in health and ageing contexts. This workshop will include useful frameworks for structuring relational approaches in health and ageing settings; how working with families/supports is impacted by the practice context; and the practice skills required. Case examples from health and ageing will be used to examine relevant theories and best practice for relational social work and family inclusive practice in health and ageing settings. Learning outcomes: L01, L02, L03, L04, L05 |
Week 5 (23 Mar - 29 Mar) |
Workshop |
Cultural and ethical considerations in health and ageing This workshop will examine culturally safe practice, risk and capacity as key ethical concepts and competencies central to social work practice in health and ageing contexts. How this can be managed using a human rights approach as well as the question of who decides and the impact of different choices on family members and other supports will be examined. Key capacity assessment law will be identified and application in practice discussed. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 6 (30 Mar - 05 Apr) |
Workshop |
Transitions, grief, and loss in health and ageing - part 1 In health and aged care settings it is very common to meet people in life transitions particularly linked to declining health or sudden loss of capacity. Implications of these life events, theories of grief and loss, and considerations when working with people in going through these experiences will be presented. This workshop will also outline methods for conceptualising and approaching practice with people in grief, as well as strategies for engaging effectively in situations of loss. The use of compassion in health care and the effective use of self in this context will also be discussed. Learning outcomes: L01, L02, L03, L04, L05 |
Week 7 (13 Apr - 19 Apr) |
Workshop |
Transitions, grief, and loss in health and ageing - part 2 In health and aged care settings it is very common to meet people in life transitions particularly linked to declining health or sudden loss of capacity. Implications of these life events, theories of grief and loss, and considerations when working with people in going through these experiences will be presented. This workshop will build on the course content from week 6. |
Week 8 (20 Apr - 26 Apr) |
Workshop |
Social policy, advocacy and change in health and ageing This workshop will examine the Royal Commission into aged care, the impact on social work practice, the implications of human rights principles, and the role of advocacy in both policy and service delivery in the provision of aged care services. We will also look at issues around individualised funding and consumer directed care. These terms reflect funding models and approaches that purport to give consumers more control of how care is delivered. The advantages and potential problems and tensions within these policies for both individuals and systems will be examined. Learning outcomes: L01, L02, L04, L05 |
Week 9 (27 Apr - 03 May) |
Workshop |
Biopsychosocial complexity in health and ageing This workshop will consider the complex nature of biopsychosocial problems that commonly present, such as medical and mental health conditions co-occurring, disability across the lifespan, or coercive control and ageing. Case studies will be used to examine the nature of this complexity and the issues it can present for social work practice in health and ageing contexts. |
Week 11 (11 May - 17 May) |
Workshop |
Trauma-informed, task-centred/brief work in health and ageing Brief interventions and time limited practice have a long history in social work particularly in health settings where there is evidence for brief interventions to assist in a range of issues. Using practice scenarios this workshop will examine: the importance of trauma-informed practice, critical reasoning, and reflection in time limited social work. The use of brief interventions with complex cases in high volume short stay contexts will be explored alongside single session hospital work, crisis response in health care, and the use of Psychological First Aid. Expectations and marking criteria for the simulation assessment task will also be outlined. Learning outcomes: L01, L02, L04, L05 |
Multiple weeks From Week 12 To Week 13 |
Practical |
Demonstration of social work skills assessment activity During Weeks 12 and 13, SWSP7181 students will engage in a simulated learning exercise to complete the first component of the final assessment task. The aim of this task is to demonstrate process skills in engaging clients; critical thinking as indicated in the approach to questioning; formulating an integrated assessment; providing information, negotiating, and planning; and skills around assessing situations of risk and safety in social work practice in health and ageing setting.
Please Note: Part A of this assessment item (the simulated demonstration of skills activity) is not eligible for an extension request and students who do not participate in the simulation/demonstration at the allocated time will receive a mark of zero for this assessment. Students who have a bona fide reason for being unable to participate may apply for a deferred assessment and if this request is granted, the student will undertake this assessment during the deferred assessment period. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Additional learning activity information
The SWSP7181 course content will be delivered in weekly three hour workshops. Students are expected to participate in person in each workshop for this course which includes having completed the required reading prior to class and working through a case example. The readings will be listed each week at the end of the lecture power point slides.
This course shares teaching activities which are delivered jointly with the equivalent SWSP4181 course student cohort.
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments for Students Policy and Procedure
- AI for Assessment Guide
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.