Student Survival Guide

1st year Undergraduate

The mission of La Trobe Health Sciences is to provide high quality, relevant education for the health and social work professions; to conduct research to improve the health and wellbeing of individuals and communities and the equity, efficiency and quality of health and human services; and to facilitate the attainment of these goals through professional activities and community service.

1. Dean’s Welcome

The University experience involves more than simply completing the academic program in which you are enrolled. It provides opportunities for you to meet new friends, develop your talents in leisure, sporting and political activities and discuss and debate the issues of the moment. A substantial proportion of the first year program in all our courses are common so that aspiring health professionals in all the degree programs of the Faculty participate in the same lectures and similar tutorial programs. This provides an opportunity for students to study with students from other disciplines, just as they would work in a cross disciplinary workplace. It is our hope that some of these cross-disciplinary friendships will continue through your time here at La Trobe University. There are further opportunities for cross-disciplinary interaction in and on inter professional practice units in third and forth year and in elective units. As you know, when you go into the workplace you will be functioning as part of a health team and these interactions at the University will also help you more fully understand the other professions with which you will be working after graduation.

I wish you a rewarding time at La Trobe University and hope you will find the Health Sciences course you have chosen to study a stimulating and interesting one.

Professor Hal Swerissen Dean

2. About the Faculty and University

The Faculty of Health Sciences is one of five faculties at La Trobe University and comprises four Divisions as follows:

1) The Division of Allied Health comprising the following:

School of Human Communication Sciences;
School of Occupational Therapy;
School of Physiotherapy:
School of Social Work and Social Policy;
Department of Clinical Vision Sciences;
Department of Podiatry;
National Centre for Prosthetics and Orthotics;
National Institute for Deaf Studies; and
Bouverie Centre, Victoria’s Family Institute

2) The Division of Health Studies comprising the following:

School of Human Biosciences; and
School of Public Health

3) The Division of Nursing and Midwifery

4) The Division of Health Research comprising the following:

Australian Institute for Primary Care;
Australian Research Centre in Sex, Health and Society;
Mother and Child Health Research Centre
Musculoskeletal Research Centre
Australian Centre for Evidence-Based Aged Care (ACEBAC)

The Faculty also has a significant presence at the University's regional campuses at Albury Wodonga and Bendigo (details below). In addition, Social Work and Nursing courses are also taught at the Mildura and Shepparton campuses.

Health Sciences - Albury Wodonga campus comprising:

School of Nursing and Midwifery; and
School of Social Work and Social Policy

Health Sciences - Bendigo campus comprising:

School of Nursing and Midwifery;
School of Public Health;
School of Social Work and Social Policy;
Department of Dentistry and Oral Health; and
Centre for Professional Development

3. The Faculty’s Aims for Graduate Attributes

With respect to undergraduate professional education the Faculty aims to provide high quality educational programs which graduate competent beginning practitioners who will continue to learn and evaluate new skills and knowledge in the context of the changing needs of the population and evolving professional roles.

When you graduate from the Faculty of Health Sciences you should:

have a body of knowledge that enables you to practise as an entry-level practitioner;
be able to work in a team and communicate effectively with a range of people in a variety of settings;
have a sense of enquiry and be committed to lifelong learning; and
have an understanding of your ethical and social responsibilities.

The course and units which you study should enable you to achieve these outcomes. Employers of graduates of the Faculty of Health Sciences need to know what sort of qualities you possess. When you finish you should be able to produce a résumé which sets out your achievements, not only in terms of your specific professional knowledge and skills, but also the entire general attributes. These attributes should prepare you not only for your first job but also for your life as a health professional and a citizen.

You will be more successful if you actively engage in your learning and make the most of all your opportunities. For example:

Participating in lectures, tutorials and practical classes;
Making the most of clinical or field placements;
Working with other students;
Using all the available technologies to communicate with other students and lecturers, access information and solve problems; and
Joining in the life of the campus and your community.

Generic Key Characteristics of Health Sciences' Graduates

1. Professional competencies relating to a specific discipline and, where appropriate, related disciplines

Graduates are expected to have acquired a conceptual, theoretical and practical knowledge of the discipline with the ability to apply knowledge and skills to a standard appropriate to the requirements of the relevant profession in a changing environment.

They should:

have acquired knowledge of the field of study at a level required for an entry level practitioner;
be able to integrate theory and practice;
be able to critically reflect on current theory and practice;
be technically competent in the application of skills required for practice in the discipline;
be aware of developments and research in the discipline and related fields;
display competency in the use of information technology related to their disciplinary field;
practise in accordance with professional values and ethics;
be safe practitioners in relation to themselves, their clients and the community; and
be aware of how their discipline relates to similar fields of study in local and international environments.

2. Communication skills

Graduates are expected to be able to work effectively in a multidisciplinary team environment and to communicate with a range of people in a variety of settings. They should be able:

to communicate competently and sensitively with colleagues, clients and the public;
to display appropriate oral, written, numerical and information technology skills, with the ability to use a range of appropriate supporting media;
to work independently or as part of a team, and to practise in a multidisciplinary environment with appreciation of the roles of professionals in related fields;
to negotiate effectively and present rational arguments appropriate to the given situation; and
to adopt current and relevant technologies to identify, analyse, interpret and present information.

3. Sense of enquiry and commitment to life-long learning

Graduates are expected to have acquired the capacity to learn independently and effectively, assess evidence about innovations in their profession, and display a commitment to continuous learning and intellectual curiosity throughout their lives.

They should:

have well developed analytical, problem solving and evaluation skills; display intellectual curiosity, creativity and critical thinking skills;
be able to appraise new ideas, developments and opportunities; and
recognise their own learning needs and take responsibility for developing effective learning strategies.

4. Ethical and socially responsible decision-making

Graduates are expected to have an understanding of ethical and social responsibilities. They should:

maintain high ethical standards, be aware of social and ethical implications of professional and personal activities, and be able to deal with ethical dilemmas appropriately;
be aware of social and environmental issues (within Australia and internationally) and their impact on health, health care, and the community;
have acquired knowledge of relevant public policy and the systems in which they work; and
be able to practise appropriately in a socially diverse community.

4. Managing your Studies

4.1 Helpful strategies to assist you in your studies

Few people have the luxury of being able to devote themselves totally to study. However, it is probably worthwhile trying to work towards some balance between your various work, study, family, friends, leisure and other commitments in order to optimise the rewards study can provide, including the personal satisfaction of successful study.

Strategies that might help you in meeting the academic requirements of the course include:

Know what is expected of you – class attendance, assessment requirements, other academic requirements.
Keep in touch with academic staff – find out how to contact the relevant lecturer, unit co-ordinator, and course co-ordinator when necessary.
Use the resources of the University to support your studies – librarians, School staff, etc. (see below).
Obtain and use feedback provided by academic staff regarding submitted work. If necessary, seek extensions or negotiate your assessment requirements.
Take academic and related problems to the relevant lecturer, unit co-ordinator, or course co-ordinator as soon as you start experiencing any difficulties as it’s so important they be made aware of your situation and are able to provide the appropriate advice as soon as possible.

It is important to realise that while at times you may feel like you’re the only one finding the transition to University life somewhat difficult, you won’t be alone in feeling this way. In talking with fellow students you'll probably find it is quite a common feeling in those first few months, so don’t be discouraged and please seek advice or assistance whenever necessary. This will ensure that your University experience is a rewarding one. If the going gets too tough, don’t forget to talk to your lecturer/course co-ordinator. There are options such as intermission available. Sometimes it’s better to take a break from study and regroup rather than battle on. But consider all options and, if necessary, seek some independent advice.

4.2 Study skills assistance

The Faculty offers an academic support program for its students, called the Study Skills Assistance Scheme. Each year a network of staff within the Faculty are appointed as Advisers who can be contacted directly or through your school course co-ordinator or reception office. Contact details for Study Skills Advisers can be found on the Study Skills Noticeboard opposite Room 231, Health Sciences Building 1, level 2. The general contact number for the Scheme is 9479 3583 and the web address is www.latrobe.edu.au/ssas. Students can also contact the Language and Academic Skills Adviser in the Faculty, Ms Mara Pavlidis (Phone: (03)9479 2568 Email: m.pavilidis@latrobe.edu.au). Study skills advisers can provide advice and assistance in relation to basic study skills, reading skills, time management, research techniques, preparation for examination, participating in practicals and tutorials, thesis presentation, and conference and workshop presentation. All advisers are able to provide general study skills assistance, but they also have special interests. You will be advised on the availability of a separate booklet on the Study Skills Assistance Scheme early in first semester in one of your tutorials by your First Year Co-ordinator.

Students with English as a Second Language

Students who have English as a second language can also contact the Language and Academic Skills (ESL) Unit at the Bundoora campus for advice on how to improve their language and study skills. The Unit is located in Room 417, Humanities 3 building. (Phone: 9479 2788. Email: lasesl@latrobe.edu.au )

At the Albury-Wodonga campus students can contact Clare Cunnington (Phone: (02) 6024 9774. Email: esl.aw@latrobe.edu.au ).
At the Bendigo campus students can contact the Academic Skills Unit (Phone:(03) 5444 7242. Email: ben-academicskills@latrobe.edu.au)
At the Mildura campus students can contact Nalenie Ramjaun on 030 5051 4017 or via email n.gungadurdoss-ramjaun@latrobe.edu.au
At the Shepparton campus students can call (03) 5821 8450.

4.3 Students with a disability

Most of the courses conducted by the Faculty of Health Sciences include some type of clinical or professional practice experience which is a compulsory requirement of the course.The Faculty recognises that professional and clinical placements can present particular challenges to students with disabilities. Every effort will be made to make reasonable adjustments to the learning experience and assessment requirements of a clinical or professional practicum within the requirements of the course.

In order to do this, students who have a temporary or permanent disability of any type which may have an impact upon their ability to undertake a practicum are encouraged to meet with the course coordinator prior to commencement of the course.

4.4 Useful contact numbers

Apart from the support of your fellow students, lecturers, School staff, family and friends, there are some other ‘specialised’ support mechanisms available to students, as follows:

Aboriginal Liaison Officer: Bundoora: (03) 9479 3817
Careers Advisory Service: Albury-Wodonga: (02) 6055 6683; Bendigo (03) 5444 7223; Bundoora: (03) 9479 2459; Mildura: (03) 5022 3778; Shepparton: (03) 5821 8986
Child Care: Albury-Wodonga: (02) 6055 6653; Bendigo: (03) 5444 7215; Bundoora: (03) 9479 2122; Mildura: (03) 5022 3791; Shepparton: (03) 5833 2789
Counselling Services: Albury-Wodonga: (02) 6024 9627; Bendigo: (03) 5444 7223; Bundoora: (03) 9479 2956; Mildura: (03) 5022 3778; Shepparton: (03) 5821 8257
Disability Officers: Albury-Wodonga: (02) 6055 6662; Bendigo: (03) 5444 7410; Bundoora: (03) 9479 1510; Mildura: (03) 5022 3629; Shepparton: (03) 5833 2589
Equity and Access Unit: Albury-Wodonga: (02) 6055 6606; Bendigo: (03) 5444 7410; Bundoora: (03) 9479 2900
La Trobe University Medical Centre: Bundoora: (03) 9473 8885
La Trobe University Postgraduate Association (LUPA): Bundoora: (03) 9479 2438
Student Accommodation and Financial Services: Albury-Wodonga: (02) 6055 6389; Bendigo: (03) 5444 7419; Bundoora: (03) 9479 2053; Mildura: (03) 5022 3725; Shepparton: (03) 5821 8257
Student Administration Offices: Albury-Wodonga: (02) 6024 9791; Bendigo: (03) 5444 7474; Bundoora: (03) 9479 2005
Students Representative Council: Bundoora: (03) 9479 2976

Publications such as the University Course Handbook are available on the web at www.latrobe.edu.au/handbook/2008 and the Student Guild Diary also contains valuable information about who to contact and how.

5. Academic Information

5.1 Credit points, assessment and student workloads in the Faculty of Health Sciences

Modes of learning and instruction for undergraduate students include lectures, tutorials, seminars, practicum's, clinical training, self-directed learning and distance learning using multimedia and other packages.

University policy indicates that a normal workload for a full-time student is between 42-46 hours per week (“contact” and “non-contact”), with some variation between courses. “Contact” hours are the formal hours of lectures, tutorials, practicum's, etc. as described in the University Handbook. “Non-contact” hours are the hours that students spend doing background reading, writing essays, studying in the library, and so on. A student’s total workload will ultimately be determined by the number and type of units undertaken within a study year. The workload associated with a particular unit is measured by the credit point value for that unit. The credit point values and assessments for units vary according to the type of unit and the method of instruction. The types of units undertaken by students within the Faculty of Health Sciences may be divided into a number of different categories as follows:

Category A Units that consist of low contact hours (also known as Handbook hours) but with relatively high non-contact hours and relatively high requirements for written assessment; for example, units that consist mainly of lectures, tutorials or some self-directed learning units.

Category B Units that consist of medium contact handbook hours and medium non-contact hours; for example units with a practical component or small clinical or fieldwork component.

Category C Units that consist of high contact hours but relatively low non-contact hours; for example, units that have a high clinical or fieldwork component. A significant proportion of the assessment in these units in evaluation of clinical or laboratory skills, and this mostly takes place concurrently with the contact hours. Students will normally study a range of unit types with varying contact hours and assessment, but aiming for a total acceptable workload equivalent to 120 credit points for a year of study in a normal degree program.

5.2 Plagiarism

La Trobe University regards academic honesty as the foundation of teaching, learning, and research. It requires its academic staff and students to observe the highest ethical standards in all aspects of academic work. At La Trobe University:

It is the responsibility of the academic staff to conduct research according to ethical standards of scholarship, and to teach their students ethical learning and research practices;
It is the responsibility of the students to acquire a clear understanding of how to avoid unethical practices, and to employ this knowledge in their work submitted for assessment.

Plagiarism is a very serious offence within the scholarly community and any case of work submitted for assessment which is alleged to contain plagiarism shall be reported to the Head of School who shall, in consultation with the teaching staff directly involved, review the alleged breach of discipline. The Head of School after reviewing the case, may report the matter to the Dean for action under the Discipline Regulations or take other action as appropriate. Students must refer to the University’s academic misconduct policy on the web: www.latrobe.edu.au/policies

More details on plagiarism and examples of such are provided in the Faculty’s Study Skills Assistance booklet which will be advised about purchasing early in Semester 1 by your First Year Co-ordinator and in Appendix 1 of this manual.

5.3 Academic progress rules

Student performance is assessed through a variety of methods such as examinations, assignments, and practical work. Some courses have clinical activities or placements in which students must participate (and pass) in order to complete the relevant stage of the course. Details of assessment in each unit are available on School notice boards from the beginning of the academic year. Most Schools have specific procedures or guidelines which operate under the authority of University regulations and Faculty guidelines. School procedures or guidelines are available from the relevant School office.

Normally, students must pass all units of one year level before proceeding to the next year level. All results are confirmed by a Consideration of Results Meeting(CoRM). When a student fails a unit, the CoRM may recommend a number of courses of action. For information on academic progress please refer to the University policy: www.latrobe.edu.au/policies.

5.4 Grievance procedures

Occasionally, a student might be dissatisfied with an academic or disciplinary decision taken by a staff member or committee of the University. There is provision for any student to complain or ‘appeal’ in relation to a decision taken about their academic performance or behaviour. Some courses of action open to students are covered in the regulations, some avenues of complaint are more informal.

The following is a brief overview of grievance procedures within the Faculty of Health Sciences for your information - concentrating on academic grievance procedures.

Informal processes - almost always the best place to start is with the lecturer or other staff member concerned. If, for example, you are concerned over the award of a grade in an assignment, it is sensible to discuss the grading with the academic concerned to obtain feedback on the marking process and academic judgement involved. If the explanation for the grading proves to be unsatisfactory to you , it might then be appropriate to take the matter further. The most appropriate way to proceed would then be to approach the overall unit co-ordinator or course coordinator for her/his views on how the matter could be resolved, for example, by having the piece of work re-marked or ‘second marked’. At times, the appropriate person to approach with a grievance might be the Head of School and in some cases, where School staff have already been consulted, the Dean of the Faculty. This is usually only appropriate where the matter relates to concerns over procedure or bias or other serious matters which represent more than a difference of opinion about the academic merit of a piece of work. The University also has an ombudsman who can be consulted if a concern remains after appropriate channels within the Faculty have been explored. In summary, proceed as follows:

Staff member > Unit/ Co-ordinator > First Year Co-ordinator> Head of School > Dean > Ombudsman

Formal processes - sometimes the regulations or the situation can require that a grievance be pursued by formal (usually written) means. If so, it is also desirable to consult the relevant staff members as described above. It is also highly advisable to seek some guidance from the relevant administrative officer (from your School or the Student Centre) on the appropriate way to proceed. For example, where a student is required because of unsatisfactory academic progress to ‘show cause’ as to why s/he should be allowed to re-enrol, a written submission and attendance at a hearing is normally required.

In the first instance, your lecturer or an administrative officer in your School will usually be able to provide advice on matters involving regulations, policies and procedures. The publications listed elsewhere in this guide may be consulted for further names of people who can help: administrative staff, academic staff, Students Union academic rights advisers, and in some situations, Study Skills Advisers or Counselling Service staff.

In the Faculty Office, the person to speak to in the first instance regarding grievance procedures or other major procedural or regulation issues is the Faculty Executive Officer, on (03) 9479 3575. Often in cases of formal academic processes such as ‘show cause’ students will receive written instructions on how to proceed. It is always best to check with the relevant staff member if any procedure is unclear or if any matter of concern arises.

5.5 Student feedback on courses - quality assurance

The University is committed to ensuring that its programs are of a high quality. One way of ensuring this is to obtain student feedback and act on the results. The Faculty’s Quality Assurance Scheme provides students with the opportunity to provide feedback on their units and courses on an annual or biennial basis. On occasions you will be asked at the completion of a unit to complete a brief questionnaire giving your impressions of the content, workload, assessment, teaching and organisation of the unit undertaken. This information is used by the lecturer to prepare a report on the effectiveness of the unit’s curriculum and assessment which the Head of School then uses to prepare a report for the Dean. Recommendations for improvements to units and courses are generated from the feedback obtained from students. Feedback to students will be available on the Faculty web site during semester 1, 2008.

5.6 Other sources of information

Course Handbook - the University publication which contains some general information about student rights and responsibilities, which is essentially intended to provide a convenient summary of the structure of the academic community and the courses and studies available. (Available on the web at http://www.latrobe.edu.au/handbook/2008/).

Student Guild Diary - incorporating ‘Information for Students’ - provided at enrolment, it contains valuable information such as phone numbers, dates, administrative procedures, University facilities and services, and, naturally a diary.

Faculty Academic Policies and Procedures Manual - a Faculty publication (available on the faculty web site http://www.latrobe.edu.au/health/Policies/Contents.htm) which contains information on course and assessment regulations and the Faculty policies and procedures which supplement these regulations. Schools may also have more detailed policies that relate to their courses and academic processes.

Course information handouts - usually provided in class and/or on WebCT which include syllabus and assessment information and any other course requirements or details. Schools/Courses have certain obligations concerning the information they must provide to students, for example, the form and extent of the required assessment.

• University Home page - (www.latrobe.edu.au) - provides links to the Faculties and Schools, which in turn provides links to course specific information. The University Homepage also provides links to information such as exam results, enrolment details, relevant forms, course handbook etc. The Faculty of Health Sciences’ homepage can be found at www.latrobe.edu.au/health/.

6. General Information

6.1 Computers for Student Use

Why students need to use a computer:

Lecturers tend to see typed assignments as being more professional. They also ensure legibility.
To access the Internet not only for University information (e.g. exam results, timetables, re-enrolment, course specific information) but also for information which may assist with assignments.
To utilise statistical packages for research data analysis and PowerPoint© packages for use in class presentations.
Means of accessing Web-based teaching materials and lecture notes in some courses/units.

Computers in the Faculty

Bundoora:

The Faculty of Health Sciences has three modern computer labs which Health Sciences students can use. They are located on the fourth level of the Health Sciences 3 – in rooms 401, 402 and 404. The rooms are also labelled as Lab 1, Lab 2 and Lab 3. Assistance is on hand and available from the adjacent Help Desk (room 403). The labs are PC/Windows based.

Hours: Semester Mon to Thur 8.30 am – 5.30 pm

Fri 8.30 am - 5.00 pm

Intersemester Mon to Fri 9am - 5pm

Note: The Faculty’s Bundoora Computer labs are not open on weekends but there are computers available on weekends in the University labs of most campuses. The labs are also used for classes so students should check the lab timetable monitors outside the labs to avoid clashes.

Please refer to the following web site www.latrobe.edu.au/health/cats/computerLabs.htm#labsw for details on software available on the Faculty’s lab computers.

Introductory classes are held during orientation week. Details (including times) are posted in the main computer labs. Contact the Health Sciences Lab Support Officer for further details – (03) 9479 5897.

Computer facilities elsewhere in the University – please refer to the following web sites

Bundoora: www.latrobe.edu.au/studyhall/

Bendigo: www.latrobe.edu.au/dssg/pclabs.html

Mildura: www.latrobe.edu.au/mildura/facilities.html#itfacilities

Shepparton: www.latrobe.edu.au/shepparton/services.htm#computerlab

For information on Printing and Copying services for students please refer to the following web site www.latrobe.edu.au/students/printing.html.

6.2 Computing and Technical Services (CaTS)

The Faculty’s Computing and Technical Services unit (CaTS) provides services such as IT access and support, computer lab help desk, video-conferencing and equipment loans.

CaTS is located on the Bundoora campus next to the computer labs on the fourth level of Health Sciences 3 in room 403. Another function of CaTS is the provision of the Health Sciences’ Audio Visual Loans service. Students can borrow video production equipment (VHS and MiniDV camcorders, microphones) as well as audio recording and transcribing equipment. The equipment is only available for use for course related work.

CaTS also manage a video editing facility which is available for staff and students to edit and produce video assignments and presentations. Video can be produced into VHS, Video CD or DVD formats and video files can also be converted for use in PowerPoint presentations. CaTS staff are on hand to provide instruction on editing and production tasks.

To find out more about CaTS, please visit their web page at the following address: http://www.latrobe.edu.au/health/cats/index.htm

-Bundoora contact details: Telephone contact: (03) 9479 5900 Email: hs-servicedesk@latrobe.edu.au.

-Albury Wodonga contact details: refer to the following web page www.latrobe.edu.au/its/aw/

- Bendigo and Shepparton contact details: refer to the following web page www.latrobe.edu.au/dssg/

- Mildura contact details: Contact Michael Hiltonwood - 5051 4066; m.hiltonwood@latrobe.edu.au

6.3 How to have a say in Faculty decision making

Some of the University and Faculty decision-making committees have provision for student representatives. These include Health Sciences’ Faculty Board, University Council, Academic Committee and a variety of other University Committees and Subcommittees such as the Finance and Resources Committee, Equal Opportunity Committee, General Service Fee Review Committee and Parking Fee Committee, just to name a few. To review the full directory of Committees please access the following web site: www.latrobe.edu.au/secretariat/

If you would like more information please contact the Student Representative Council on (03) 9479 2976, the La Trobe University Postgraduate Association on (03) 9479 2438 or the Faculty Office on (03) 9479 3583.

7. Clinical Education

7.1 Clinical education

La Trobe Health Sciences students enrolled in professional programs undertake clinical education in the form of clinical placements, fieldwork, and other clinical and practical experience. These placements are the main avenues by which students integrate theory with practice, further develop skills through supportive, professional environments, and gain essential working knowledge of the stages of human development and behaviour norms and the health, social and cultural factors which influence these.

Students involved in professional placements will be required to behave and present (including dress) in a professional manner at all times. Each professional group has a Code of Ethics, which will be provided to all students prior to undertaking fieldwork. Students are expected to have read the Code of Ethics prior to commencing fieldwork. Students will be required to respect and respond to client needs, ensure the confidentiality of client material and hold the client’s welfare as paramount. It is also expected that students will interact with relevant others in a courteous and professional manner.

Professional placements provide students with a working knowledge of illness and disability and the support services and options available in different communities,and greater awareness of interdisciplinary working relationships and respective roles and functions. Professional placements will require students to obtain a police clearance (see point 7.5 on the following page) and a Working With Children check (valid for five years once obtained).

(Please note that more specific information on clinical or professional placement education requirements pertaining to your course will be provided by your course co-ordinators.)

7.2 Immunisation and health procedures

It is strongly suggested that students undergo a medical examination with a view to preventing or detecting disease. As many institutions are now requiring students/staff to provide proof of immunisations/testing, it is strongly recommended that students take steps to immunise or test themselves against the following:

Table 2 - Cost of immunisation
Disease	Cost*
Hepatitis B	$45 for a course of 3 vaccines
Hepatitis A	$126 for a course of 2 vaccines
Twinrix (combined Hep A and B)	$150 for a course of 3 vaccines.
Influenza	$20 (required annually).
Boostrix (Diphtheria, Tetanus and Pertuissis)	$30.
Varicella (Chicken Pox)	$50 per dose (adults require 2 doses)
	Only for non immune adults
	Total: $471

*Please note that this is an indicative cost only. All payment for immunisation and testing costs are the responsibility of the student. Please also note that the total is not an annual cost. La Trobe University (Bundoora campus), currently runs an Immunisation Program for all Undergraduate students through Banyule City Council. Should a student be immunised, a fee will be charged, payable by the student.

Free vaccines offered by Banyule City Council include:

Polio Sabin vaccine (orally)
Measles / Mumps / Rubella
Meningococcal C for students 21 years and younger

More information about the Banyule City Council Immunisation Program will be supplied to students by their professional placement coordinator.

Albury-Wodonga Campus

Albury-Wodonga Campus has organised a mobile immunisation van, through the local council, to provide the annual influenza vaccination as well as other immunisations that students may require (Hepatitis A, Hepatitis B etc). Dates and other information regarding this service will be posted on WebCT. All other vaccinations should be carried out by your local doctor. Payment for immunisation and testing costs are the responsibility of the student.

Bendigo Campus

A vaccination program is run through the onsite nurse and doctor at the Bendigo Campus. Students should be aware of announcements, notices and bulletins published through the year of the various vaccinations offered as well as location, time and date. Payment for immunisation and testing costs are the responsibility of the student. A reduced rate is offered for the vaccines administered on campus.

Mildura Campus

There are no onsite vaccination programs at the Mildura Campus and students are advised to consult their local doctor to obtain proof of their immunity status and/or be vaccinated against the relevant diseases. Students with an infectious condition such as HIV or HBV should take every reasonable precaution to ensure that no other person is placed at risk of infection, as advised by their treating doctor.

Shepparton Campus

There are no onsite vaccination programs at the Shepparton Campus and students are advised to consult their local doctor to obtain proof of their immunity status and/or be vaccinated against the relevant diseases.

7.3 Emergency first aid training

It is recommended that students undertake a course in emergency first aid during their course. Some Schools may have their own requirements so please check with your School prior to undertaking this training.

7.4 Uniforms and class materials

Students in some courses need a prescribed uniform for hospital and clinical activities. Details are provided by the relevant course co-ordinator or administrative officer. Schools may charge students for expendable materials supplied where the materials are consumed by students to their direct personal benefit or where students may wish to have continuing possession of the materials concerned. Students may be charged deposits for non-consumable items issued for temporary use. Schools may recover the cost of lecture notes and other printed material issued to students, provided that no student is compelled to acquire such notes or materials.

7.5 Police clearance procedures

In those courses where students are required to undertake professional placements, agencies require students to provide the results of a Victorian police security clearance check. In 2007, the cost of obtaining a Victorian Police security clearance check is at the volunteer rate of $13.30 payable by the student directly to the police. As the check is valid for 12 months only, students are expected to obtain a new check in each year that a professional placement is required as part of their course.

If you are unsure about the outcome of a Victorian Police security clearance check you will need to discuss this with the course coordinator (or the External Relations Manager for students undertaking courses in the Allied Health Division) as it may not be possible for you to complete clinical or fieldwork placements.

Appendix 1 – Additional Information about Plagiarism

Using Sources In Your Writing

(by Kate Chanock, Humanities Academic Skills Unit)

What is plagiarism? Why is it regarded as cheating? And how can I avoid it? According to this university’s definition, “Plagiarism occurs when another person's writing or other work is copied or reproduced without acknowledgement”. Put simply, your assignments must be your own work, and they must be expressed largely in your own words. Sometimes students are confused about the meaning of plagiarism, so please make sure that you understand the explanation that follows. With each assignment you submit, you will be asked to sign a cover sheet acknowledging that you have read this explanation; that you understand it; and that your assignment does not contain any plagiarised material. It is important for you to be clear about what this means, because there are penalties for plagiarism, ranging from loss of marks to exclusion from your course (for repeated offences). Therefore, if you are unsure about any of what you are reading here, ask your unit coordinator for clarification.

What counts as plagiarised material?

Anything that you copy from another student (you are encouraged to study with your peers, but you are expected to write your assignments separately. Note one exception to this rule: in some units, you may be asked to submit a group project in which all members of the group take joint responsibility for the text, and receive the same mark.)
Anything that you have already submitted in an assignment for another unit (even though this is your own work, re-using it counts as plagiarism because you are not demonstrating any new learning for the unit in which you are re-using it, so you haven’t really earned any marks the second time).
Anything that you learn from a source and include in your essay without “referencing” (that is, showing where it came from). This includes written sources, film, CDs, the internet – whatever sources you use. (Sometimes people think it is all right to cut and paste material from the internet without showing where it came from, but this is NOT acceptable.) It applies to words from a source, and also to other materials, including visual images, graphics, and sound. When you write something for assessment, you are being judged on what you have learned and what you have thought. So, if you copy what somebody else has written, without referencing to show that somebody else wrote it, then you are getting marks based on the quality of their work, not yours.

Using your sources

(a ‘source’ is any material from which you learn information or ideas)

This does not mean that you should not use information and ideas from your reading. Your writing is supposed to be your own original work, but that doesn't mean that you have to come up with facts that nobody else knows, and it doesn't mean that nobody else’s ideas should be in your essay. They MUST be there, in fact, because university courses invite you to engage with other people’s ideas about the units you study. You have to read and respond to published sources; and you will be marked on your ability to understand and use these sources in your assignments. All of this material has to be referenced to show your reader where it came from, and you don’t need to be anxious that, if your essay has lots of references, it will look as if you had no ideas of your own. What is original about your work is

the way you relate ideas and information from the sources to the question you have been asked;
the way you explain the ideas, and your choice of examples and evidence;
your testing of other people’s ideas against evidence, and against the ideas of others;
your judgement of the strengths and limitations of other people’s thinking;
your ability to ask questions arising out of your encounters with other people’s ideas;
your ability to apply the ideas of others in new contexts; and
your ability to construct answers of your own.

Using sources in your writing is a bit like weaving: you use threads from various different places, but the new pattern that you weave is your own.

There is no contradiction, therefore, between the requirement that your work should be original, and the requirement that you should discuss the work of others. All of the elements of originality described above are quite compatible with giving a reference in each and every place that you draw on the work of others. The only things you do not need to reference are your own ideas and observations, and facts which are very widely known (for example, the Second World War ended in 1945; or the pulmonary artery carries blood towards the lungs); (and if you are in doubt about those, the safest thing is to give a reference for them).

Expressing ideas in your own words

You may wonder, then, whether it is acceptable just to assemble a series of quotations from the things you have read? In fact, this is never enough for an assignment, because the things you read were not written to answer the question your lecturer has asked you to work on. They will be useful to you in constructing your own answer, but they have not done it for you. Another reason that just assembling quotations is not satisfactory is that your marker cannot tell whether you have understood what you are quoting unless you comment, yourself, in your own words. It may be that you have understood it, and that you feel the original wording is much better expressed than anything you could manage in its place; but the marker needs to see what you think the material means, and that is only possible if you explain it yourself.

Certainly, there will be times when it is appropriate to quote another person’s words in your assignment – that is, to copy them word for word (and your tutors will talk more about this). You should quote when it is important for your reader to see exactly how the original writer expressed something. This might be because there is an attitude or a character in the original that would be lost if you re-worded it. Or, it might be because the wording itself is something that you need to comment on, perhaps to explain why those words were used. If there is no reason why your reader needs to see the original wording, however, you are expected to give information and explain ideas in your own words. This is not easy if you are looking at the original source; but it is easier if you look up from your reading at the end of a section that you want to use and ask yourself, “If I had to explain this to someone who hasn't read it, how would I do that? What would I say?”

How much quotation is too much?

This partly depends on the nature of the unit. For example, in English literature essays, you are likely to quote frequently from the novel or story you are discussing, because the point you are making concerns the effect of particular words used by the narrator or by a character. As evidence for your point, therefore, you must show these words to the reader and comment on how they work. In an Art History essay, by contrast, most of the essay will often consist of your own observations of what you see in a painting or sculpture, so you would not need to quote very much from sources. In a Science assignment that requires you to apply scientific knowledge to a particular case study, you would not need to quote very much, if at all. Since the amount of quotation that’s considered appropriate varies from discipline to discipline, it’s a good idea to check your understanding with your tutor.

What you may not do

Sometimes students hope that if they copy from a source but change a word here and there – take one out, and put a synonym in its place – that will be considered “their own words” rather than quotation, and will not be plagiarism. (For example, “Occasionally students hope that if they reproduce a source but alter a word in places…”). To do this is still considered plagiarism, however, because the sentence is substantially the same. This doesn't mean that you have to invent a new language! – just that when you discuss something you have read, it should be different enough that it is clear you have thought about it, in the language you already know, rather than just borrowed it. It is also considered plagiarism if you just re-arrange the order of words or phrases in a copied sentence. (For example, “If you just re-arrange the order of words, it is also considered plagiarism”). For more, and longer, examples, visit the internet source “Plagiarism: What it is and How to Recognise and Avoid it”, at http://www.indiana.edu/~wts/wts/plagiarism.html (Writing Tutorial Services, Indiana University, Bloomington, Indiana). Here you will find an original paragraph; a re-written version that is still considered plagiarism, and the reasons why; and two possible versions that are not considered plagiarism, and the reasons why not.

You may be wondering how you will manage to come up with different ways of saying the same thing. Certainly, this improves with practice, and your tutors will provide opportunities to practice it. When you discuss the reading in tutorials, you will be expressing the ideas in your own way; and you should also try to do this when you make notes from reading. Again, imagine that you are teaching the ideas to somebody else – they would need a plain, clear explanation in language that is largely familiar. And as you read more in each unit, your academic vocabulary and style of writing will grow with experience.

Referencing

Whether you quote the words of the original source, or use your own words, in ALL CASES you need to give a reference to where the idea or information came from. If you are quoting directly, you put quotation marks around the passage that you copy so that your reader can see that it is copied from the source; and at the end of the sentence, you put the reference. If you are using your own words, don’t put quotation marks around them, but put a reference at the end of the sentence in exactly the same way as for a quotation. This shows the reader where you learned the idea or information that you’re presenting, at the same time as showing that you are expressing it in your own words. (To make sure that you know whose words are whose, be sure to use quotation marks IN YOUR NOTES when you copy from a source.) There are various methods of referencing. Different units use different methods, and most of these are likely to be different from the method you were using at school. For this reason, it is important to consult the unit guide for guidelines on referencing EVERY TIME you prepare an assignment, to make sure that you are using the method that unit requires. All units require you to give each reference twice – first in the essay itself, when you refer to a source, and again in your list of references (or bibliography) at the end of the essay.

There are two general systems of referencing in the essay itself, but for each of these, there are a number of sub-systems. You will find that some units require you to give a brief reference, just the author, date, and page number, in brackets at the end of your sentence (Chanock, 2003: 3). Other units use, instead, a footnote system, where you put a number at the end of your sentence and then provide a full reference at the bottom of the page. Your unit guide will tell you which system you are to use in that unit, and it will provide guidelines on how exactly you should do it. When listing your references at the end of the essay, all referencing systems require the same items of information about the source (author, title, date, etc. – check your guidelines). Where they differ is in the format they require; the order of the information; the abbreviations allowed; and the punctuation you must use. Again, your unit guide will tell you what to do.

Cultural differences

We have noted that the conventions for quoting and referencing may be different from the ones you learned at school. Even more so, if you have been educated in a system overseas that did not require you to show when you are quoting other writers’ words, and to reference everything you learned from reading, these requirements may seem strange to you at first. It may be that most educated people in your home country were familiar with the common sources of knowledge, and would not need to be reminded of where you learned your facts and ideas. It might even seem a little impolite to remind them, in this situation. But you will find that, in Australia, it is considered both polite and essential to do so.