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Course Overview
The Bachelor of Health Science (Allied Health) course will provide you with a broad range of skills and knowledge suitable for employment in the health sector, or to use as the basis for further study in specialised health professions such as physiotherapy, podiatry, occupational therapy, speech pathology or paramedic science. You may be required to undertake work-based placement as part of the degree course.
Career Information
Graduates of the Bachelor of Health Science degree from CQUniversity will have the expertise to gain employment within a wide range of health-related fields throughout Australia, given the ability to tailor their degree with a major, or multiple minor study streams. Graduates will be exceptionally well placed to fill roles within aged care, the disability sector, Aboriginal and Torres Strait Islander healthcare, as well as other community health, health promotion and project management roles. Graduates will also be well placed to find employment in health research, or articulation into other health-related education courses.
Students can choose to exit this course after their first year with a Diploma of Health Science, or after two years with an Associate Degree. The Bachelor of Health Science will also provide students with the necessary skill set to enter many professional graduate entry Masters courses. Many Allied Health careers now prefer postgraduate qualifications, and as such, our Bachelor of Health Science is the first step to a rewarding career in Allied Health. Graduates may potentially be able to enter postgraduate education courses towards registering in professions such as Occupational Therapy, Physiotherapy, Podiatry and Speech Pathology.
| Duration | 3 years full-time or 6 years part-time |
|---|---|
| Credit Points that Must be Earned | 144 |
| Number of Units Required | CQUniversity uses the concept of credits to express the amount of study required for a particular course and individual units. The number of units varies between courses. Units in undergraduate courses normally consist of 6 points of credit or multiples thereof (e.g. 12, 18, 24). |
| Expected Hours of Study | One point of credit is equivalent to an expectation of approximately two hours of student work per week in a term. |
| Course Type | Undergraduate Award |
| Qualification (post nominal) | BHSc |
| AQF Level | Level 7: Bachelor Degree |
| Course Fees |
Indicative Year - 2026
Indicative Year - 2024
Indicative Year - 2023
Indicative Year - 2022
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Admission Codes
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Domestic Students Tertiary Admission Centre Codes (TAC) Codes |
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International Students CRICOS Codes |
Units offered via MIX mode are delivered online and require compulsory attendance of site-specific learning activities such as on-campus residential schools, placements and/or work integrated learning. See Course Features tab for further information. Online units are delivered using online resources only.
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Domestic Availability
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Term 2 - 2027
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Term 1 - 2027
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Term 2 - 2026
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Term 1 - 2026
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Term 2 - 2025
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Term 1 - 2025
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Term 2 - 2024
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Term 1 - 2024
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Term 2 - 2023
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Term 1 - 2023
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Term 2 - 2022
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Term 1 - 2022
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Term 2 - 2021
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Term 1 - 2021
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Term 2 - 2020
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Term 1 - 2020
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Term 2 - 2019
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Term 1 - 2019
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Term 2 - 2018Students who complete the first year of the Bachelor of Health Science (Allied Health) and then wish to transfer into one of the discipline specific allied health courses eg., Physiotherapy, Podiatry, Occupational Therapy or Speech Pathology must re-apply through the relevant Tertiary Admissions Centre QTAC (QLD campus offerings) or UAC (NSW campus offering) for a place in any of these 4 courses.
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Term 1 - 2018Students who complete the first year of the Bachelor of Health Science (Allied Health) and then wish to transfer into one of the discipline specific allied health courses eg., Physiotherapy, Podiatry, Occupational Therapy or Speech Pathology must re-apply through the relevant Tertiary Admissions Centre QTAC (QLD campus offerings) or UAC (NSW campus offering) for a place in any of these 4 courses.
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Term 2 - 2017Students who complete the first year of the Bachelor of Health Science (Allied Health) and then wish to transfer into one of the discipline specific allied health courses eg., Physiotherapy, Podiatry, Occupational Therapy or Speech Pathology must re-apply through the relevant Tertiary Admissions Centre QTAC (QLD campus offerings) or UAC (NSW campus offering) for a place in any of these 4 courses.
-
Term 1 - 2017Students who complete the first year of the Bachelor of Health Science (Allied Health) and then wish to transfer into one of the discipline specific allied health courses eg., Physiotherapy, Podiatry, Occupational Therapy or Speech Pathology must re-apply through the relevant Tertiary Admissions Centre QTAC (QLD campus offerings) or UAC (NSW campus offering) for a place in any of these 4 courses.
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Term 2 - 2016Students who complete the first year of the Bachelor of Health Science (Allied Health) and then wish to transfer into one of the discipline specific allied health courses eg., Physiotherapy, Podiatry, Occupational Therapy or Speech Pathology must re-apply through the relevant Tertiary Admissions Centre QTAC (QLD campus offerings) or UAC (NSW campus offering) for a place in any of these 4 courses.
-
Term 1 - 2016Students who complete the first year of the Bachelor of Health Science (Allied Health) and then wish to transfer into one of the discipline specific allied health programs eg., Physiotherapy, Podiatry, Occupational Therapy or Speech Pathology must re-apply through the relevant Tertiary Admissions Centre QTAC (QLD campus offerings) or UAC (NSW campus offering) for a place in any of these 4 programs.
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Term 2 - 2015Students who complete the first year of the Bachelor of Health Science (Allied Health) and then wish to transfer into one of the discipline specific allied health programs eg., Physiotherapy, Podiatry, Occupational Therapy or Speech Pathology must re-apply through the relevant Tertiary Admissions Centre QTAC (QLD campus offerings) or UAC (NSW campus offering) for a place in any of these 4 programs.
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Term 1 - 2015Students who complete the first year of the Bachelor of Health Science (Allied Health) and then wish to transfer into one of the discipline specific allied health programs eg., Physiotherapy, Podiatry, Occupational Therapy or Speech Pathology must re-apply through the relevant Tertiary Admissions Centre QTAC (QLD campus offerings) or UAC (NSW campus offering) for a place in any of these 4 programs.
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Term 2 - 2014
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Term 1 - 2014
International Availability
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Term 2 - 2027
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Term 1 - 2027
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Term 2 - 2026
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Term 1 - 2026
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Term 2 - 2025
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Term 1 - 2025
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Term 2 - 2024
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Term 1 - 2024
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Term 2 - 2023
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Term 1 - 2023
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Term 2 - 2022
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Term 1 - 2022
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Term 2 - 2021
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Term 1 - 2021
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Term 2 - 2020
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Term 1 - 2020
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Term 2 - 2019
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Term 1 - 2019
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Term 2 - 2018Students who complete the first year of the Bachelor of Health Science (Allied Health) and then wish to transfer into one of the discipline specific allied health courses eg., Physiotherapy, Podiatry, Occupational Therapy or Speech Pathology must re-apply through the relevant Tertiary Admissions Centre QTAC (QLD campus offerings) or UAC (NSW campus offering) for a place in any of these 4 courses.
-
Term 1 - 2018Students who complete the first year of the Bachelor of Health Science (Allied Health) and then wish to transfer into one of the discipline specific allied health courses eg., Physiotherapy, Podiatry, Occupational Therapy or Speech Pathology must re-apply through the relevant Tertiary Admissions Centre QTAC (QLD campus offerings) or UAC (NSW campus offering) for a place in any of these 4 courses.
-
Term 2 - 2017Students who complete the first year of the Bachelor of Health Science (Allied Health) and then wish to transfer into one of the discipline specific allied health courses eg., Physiotherapy, Podiatry, Occupational Therapy or Speech Pathology must re-apply through the relevant Tertiary Admissions Centre QTAC (QLD campus offerings) or UAC (NSW campus offering) for a place in any of these 4 courses.
-
Term 1 - 2017Students who complete the first year of the Bachelor of Health Science (Allied Health) and then wish to transfer into one of the discipline specific allied health courses eg., Physiotherapy, Podiatry, Occupational Therapy or Speech Pathology must re-apply through the relevant Tertiary Admissions Centre QTAC (QLD campus offerings) or UAC (NSW campus offering) for a place in any of these 4 courses.
-
Term 2 - 2016Students who complete the first year of the Bachelor of Health Science (Allied Health) and then wish to transfer into one of the discipline specific allied health courses eg., Physiotherapy, Podiatry, Occupational Therapy or Speech Pathology must re-apply through the relevant Tertiary Admissions Centre QTAC (QLD campus offerings) or UAC (NSW campus offering) for a place in any of these 4 courses.
-
Term 1 - 2016Students who complete the first year of the Bachelor of Health Science (Allied Health) and then wish to transfer into one of the discipline specific allied health programs eg., Physiotherapy, Podiatry, Occupational Therapy or Speech Pathology must re-apply through the relevant Tertiary Admissions Centre QTAC (QLD campus offerings) or UAC (NSW campus offering) for a place in any of these 4 programs.
-
Term 2 - 2015Students who complete the first year of the Bachelor of Health Science (Allied Health) and then wish to transfer into one of the discipline specific allied health programs eg., Physiotherapy, Podiatry, Occupational Therapy or Speech Pathology must re-apply through the relevant Tertiary Admissions Centre QTAC (QLD campus offerings) or UAC (NSW campus offering) for a place in any of these 4 programs.
-
Term 1 - 2015Students who complete the first year of the Bachelor of Health Science (Allied Health) and then wish to transfer into one of the discipline specific allied health programs eg., Physiotherapy, Podiatry, Occupational Therapy or Speech Pathology must re-apply through the relevant Tertiary Admissions Centre QTAC (QLD campus offerings) or UAC (NSW campus offering) for a place in any of these 4 programs.
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Term 2 - 2014
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Term 1 - 2014
| Rank Threshold | SR 60 | ATAR 60 |
Students must have completed English (4, SA)
It is recommended that potential applicants also complete either Biology, Chemistry or Physics to a Yr 12 level. Applications for admission from domestic students should be submitted via QTAC.
Awards and Accreditation
| Interim Awards | Not applicable |
|---|---|
| Exit Awards | CB70 - Associate Degree of Health Science CL13 - Diploma of Health Science |
| Accreditation |
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Residential School Requirements
| Compulsory Residential School | Students studying via distance education will be required to attend compulsory residential schools for some units. |
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| Click here to view all Residential Schools | |
Practicum/Work Placement
| - Students are required to undertake work-based placement in a relevant facility. |
Previous and Current Enrolments
| Year | Number of Students |
|---|---|
| 2025 | 99 |
| 2024 | 105 |
| 2023 | 96 |
| 2022 | 97 |
| 2021 | 101 |
Please note that in some instances there may be similarities between course, entry and inherent requirements.
If you experience difficulties meeting these requirements, reasonable adjustments may be made upon contacting accessibility@cqu.edu.au. Adjustment must not compromise the academic integrity of the degree or course chosen at CQUniversity or the legal requirements of field education.
Examples are:
- Comply with academic and non-academic policies and procedures such as CQUniversity’s 'Student Conduct Policy and Procedure', 'Assessment Policy and Procedure (Higher Education Coursework)' and 'Student Academic Integrity Policy and Procedure'.
- Demonstrating honesty and integrity in academic, professional and field experience settings.
- Being accountable and responsible for complying with ethical behaviour in your role as a student of CQUniversity as well as during professional practice.
- Respecting an individual’s or group’s religion, culture and other differences.
- Complying with medico-legal requirements relating to informed consent, privacy and confidentiality with patient/ client information in academic and clinical settings.
Examples are:
- Being receptive and responding appropriately to viewpoints, constructive feedback and direction from academic and clinical staff.
- Interacting positively and effectively with academics, clinicians, professional staff, patients/clients and other students.
- Contributing to online discussion forums and tutorials with peers and academics using respectful language and tone.
- Effectively controlling emotions, responses and behaviours when dealing with challenging situations in academic and clinical settings.
Examples are:
- Understanding and complying with all relevant policies and procedures applicable to your health profession.
- Requiring a current National Police Check (not older than 3 years) and a current working with children check ("Blue Card").
- Declaring any personal issues which could have an adverse effect on your ability to carry out reasonable or usual duties typical of an Allied Health Professional (“CQU Preclinical Student Declaration”).
- Complying with preclinical requirements and the policies of clinical facilities (e.g. requiring nationally recognised first aid and CPR training, adhering to immunisation and infection control policies – including having up to date immunisations as specified by clinical facilities, workplace health and safety policies, mandatory training and uniform requirements).
- Complying with the requirements for student registration with the Australian Health Practitioner Regulation Agency (AHPRA).
- Understanding and adhering to professional policy around the use of social media.
- Understanding and preparing for the additional costs and travel that may be associated with the course (e.g. uniform requirements, textbooks, support material and equipment such as a stethoscope) and clinical placements (e.g. travel, accommodation and living costs associated with clinical placements located outside of your primary residence, completing preclinical health and training requirements such as a National Police Check and immunisations).
Examples are:
- Actively participating in discussion activities using English language appropriate to the context.
- Providing team members with clear and concise verbal and written reports which relate to patients/clients.
- Recognising, interpreting and using nonverbal cues (e.g. eye contact and facial expressions) during activities related to the course and professional placement.
- Constructing assessment work to academic standards with attention to correct grammar, punctuation and structure.
- Documenting charts, records and reports to meet legal and professional requirements.
- Using a computer for studies, regularly accessing the internet for research, and email system for communication with peers and lecturers.
- Using word processing for development of assignments.
- Accessing and interacting with other students and lecturers through Learning Management Systems such as Moodle, Zoom and Sonia (placement management tool).
Examples are:
- Using appropriate knowledge to complete learning activities and academic assessment tasks.
- Acquiring, utilising and consolidating knowledge spanning and drawing together all coursework subjects.
- Making safe, efficient and appropriate patient/client care decisions from retained knowledge and skills.
- Performing professional tasks within reasonable set timeframes.
- Applying knowledge of policy and procedures in clinical settings.
- Producing accurate, concise and clear documentation (e.g. charts, records and reports) meeting legal and professional requirements.
- Interpreting information within a variety of academic and clinical situations.
- Paraphrasing, summarising and referencing in accordance with appropriate academic conventions (e.g. American Psychological Association (APA)).
- Interpreting graphical and statistical information including scientific literature, pictographs, diagrams, graphs and clinical assessments.
- Demonstrating effective use of numeracy skills to take and record accurate measurements (e.g. range of movement) and calculations (e.g. Body Mass Index).
Examples are:
- Focusing on and recognising objects either close or distant.
- Observing nonverbal behaviour and other situations in a variety of professional settings.
- Safely operating electronic equipment in laboratory and clinical settings.
- Hearing verbal communication from academics, clinicians, professional staff, patients/clients and other students.
- Accurately interpreting verbal communication/directions given by academic and clinical staff.
- Detecting visual changes in posture and movement and visually analysing functional activities and other therapeutic interactions.
- Performing assessment and treatment techniques requiring auditory detection and discrimination.
- Performing assessment and treatment techniques requiring tactile discrimination.
- Appropriately using touch to convey positive messages to patients/clients such as emotional support and encouragement.
- Showing sensitivity to individual difference, thus conveying respect and empathy for others.
- Accurately conveying information that meets legal and professional requirements to a wide variety of patients/clients and stakeholders.
- Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner in difficult to deal with situations.
- Using language that is appropriate to the context of the patient/client and/or stakeholder group.
- Communicating effectively, and responding appropriately, to requests from patients/clients, supervisors and other stakeholders.
Examples are:
- Reflecting on topics taught during the course of study, and on difficult and/or sensitive situations requiring judgement or action.
- Identifying when a practice issue is outside your scope or expertise.
- Identifying when your practice may be negatively affected by your personal experience and/or reactions.
Examples are:
- Actively and consistently participating in activities related to the course.
- Undertaking examinations and online quizzes with adequate, sustained levels of physical energy and concentration.
- Participating in learning clinical skills and engaging in simulation activities during on campus learning and teaching situations.
- Performing consistent care and completing repetitive tasks during practice with sustained concentration and physical energy over extended time periods with minimal breaks.
Examples are:
- Incorporating a range of gross motor skills while participating effectively in activities related to the course.
- Maintaining balance while safely mobilising and transferring individuals or resources including transferring delicate equipment.
- Safely and effectively evaluating patients/clients who have varying physical capacities in various positions and environments (e.g. hospital bed, floor, car seat).
- Performing assessment and treatment techniques requiring manual dexterity and fine motor skills including the use of specific equipment.
Examples are:
- Being able to communicate competently and appropriately, in a wide variety of contexts, in verbal, non-verbal and written formats.
- Being able to recognise and interpret the non-verbal cues of others, and respond appropriately during activities related to the course, as well as in clinical environments.
- Being able to use appropriate facial expressions, eye contact, and a range of body movements and gestures.
- Being mindful of personal space boundaries.
- Being responsive and professional in all communications with stakeholders.
Examples are:
- Competently using a desktop operating system such as Microsoft Windows or Mac OS X, as well as other software such as Microsoft Office and EndNote, relevant to your course or workplace.
- Having sufficient computer knowledge and skills to engage in the online learning environment that includes participating in on-line forums, completing relevant online assessments, and responding to emails.
Work Integrated Learning (WIL) placements apply to this course and as such, students are subject to compulsory pre-placement conditions referred to as mandatory checks. Mandatory checks are outlined in the health, security and other compulsory requirements sections. Mandatory checks are determined by industry, organisations, legislation, regulations, policies, and procedures. To be eligible for a WIL placement, students must first achieve compliance with mandatory checks by each closing date prior to a WIL placement, and maintain current evidence for the duration of the course.
Mandatory health requirements may include immunisation and vaccination evidence (and serology where required) for the following diseases: COVID-19, Hepatitis B, Measles, Mumps and Rubella, Varicella, Pertussis, Influenza, and Tuberculosis screening. Additional vaccinations or screenings will be subject to the site or state health authority.
Effective 25 September 2023, updates have been made to the COVID-19 vaccination mandate for Queensland Health sites and the Queensland Ambulance Service. While Queensland Health does not currently mandate evidence of COVID-19 vaccination, it's essential to recognise that other organisations within and outside of Queensland may enforce their own vaccination specific criteria. Students must ensure they meet all Mandatory Checks described in Sonia. Failure to meet an organisation’s vaccination requirements may result in delays in completing required placements.
Mandatory security requirements include an Australian Federal Police clearance, working with children check, and NDIS worker screening clearance.
Other mandatory requirements may include a First Aid and CPR certificate, student agreement to privacy and confidentiality, fitness to participate in WIL student declaration, jurisdictional and site-specific compulsory requirements, other training modules relevant to the placement site, and Respirator mask fit testing if required by the placement site.
- 1. Identify contemporary health care systems and the multi-cultural and societal factors underpinning modern practice
- 2. Explain human body systems, disease processes and the role of allied health practitioners in the health care continuum
- 3. Demonstrate contemporary allied health skills and their application across a broad range of multi-disciplinary environments
- 4. Employ effective communication skills across diverse audiences
- 5. Locate, evaluate, synthesise and apply the best available evidence from a range of sources relevant to allied health care
- 6. Integrate applicable research methodologies relevant to allied health care
- 7. Engage in professional skills such as critical thinking, team work, ethical and reflective practice and a commitment to ongoing professional development.
| Course Learning Outcomes | |||||||
|---|---|---|---|---|---|---|---|
| Australian Qualifications Framework Descriptors | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
| 1. KNOWLEDGE Have a broad and coherent body of knowledge, with depth in the underlying principles and concepts in one or more disciplines as a basis for independent lifelong learning | |||||||
| 2. SKILLS Have cognitive skills to review critically, analyse, consolidate and synthesise knowledge | |||||||
| 3. SKILLS Have cognitive and technical skills to demonstrate a broad understanding of knowledge with depth in some areas | |||||||
| 4. SKILLS Have cognitive and creative skills to exercise critical thinking and judgement in identifying and solving problems with intellectual independence | |||||||
| 5. SKILLS Have communication skills to present a clear, coherent and independent exposition of knowledge and ideas | |||||||
| 6. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate initiative and judgement in planning, problem solving and decision making in professional practice and/or scholarship | |||||||
| 7. APPLICATION OF KNOWLEDGE & SKILLS Adapt knowledge and skills in diverse contexts | |||||||
| 8. APPLICATION OF KNOWLEDGE & SKILL Be responsible and accountable for own learning and professional practice and in collaboration with others within broad parameters | |||||||
| KNOWLEDGE Develop an understanding and appreciation of Aboriginal and Torres Strait Islander peoples and culture in contemporary and historical context using the respectful and appropriate protocols and terminology | |||||||
| APPLICATION OF KNOWLEDGE & SKILLS Engage in reflective self-evaluation of own cultural values and perspectives to proactively create an inclusive workplace that affirms and celebrates cultural diversity | |||||||
| APPLICATION OF KNOWLEDGE & SKILLS Display leadership by creating inclusive work environments and work with Aboriginal and Torres Strait Islander people in a culturally respectful manner | |||||||
- Complete the core structure
| Number of units: 24 | Total credit points: 144 |
|---|
Students must complete a total of 18 core units, and 6 general electives. Students intending to apply for admission into other Allied Health courses are advised to check the relevant course pathways for guidance when selecting electives.
YEAR 1
AND 2 electives from any other university undergraduate units providing pre-requisite and co-requisite requirements are met.
YEAR 2
| Available units | ||
|---|---|---|
| Students must complete the following compulsory units: | ||
| ALLH12006 | Evidence Based Practice for Health Professionals | |
| MBIO12013 | Microbiology for Health Care | |
| SOCL19070 | Health and Medical Sociology | |
| BIOH12008 | Human Pathophysiology | |
| HLTH12028 | Health Promotion Strategies | |
| HLTH12031 | Community Engaged Learning | |
AND 2 electives from any CQUniversity undergraduate units, provided pre-requisite and co-requisite requirements are met.
YEAR 3
| Available units | ||
|---|---|---|
| Students must complete the following compulsory units: | ||
| HLTH13031 | Population Health Epidemiology | |
| ESSC12004 | Exercise and Sport Biomechanics | |
| BMSC13010 | Pharmacology | |
| PSYC13022 | Learning & Behaviour Modification | |
| SOWK13013 | Professional Practice with Children, Youth and Families | |
| SOWK13012 | Professional Practice and Mental Health | |
AND 1 Level 3 elective AND 1 other elective from any CQUniversity undergraduate units, provided pre-requisite and co-requisite requirements are met.
Graduates of the Bachelor of Health Science degree from CQUniversity will have the expertise to gain employment within a wide range of health-related fields throughout Australia, given the ability to tailor their degree with a major, or multiple minor study streams. Graduates will be exceptionally well placed to fill roles within aged care, the disability sector, Aboriginal and Torres Strait Islander healthcare, as well as other community health, health promotion and project management roles. Graduates will also be well placed to find employment in health research, or articulation into other health-related education courses.