The Professional Experience Placement is an essential component of the course and allows you to prepare for the workplace by applying what you have learned in your course to the work environment.
It involves more than just observing what is happening in the PEP venue as you will have specific learning outcomes or activities to undertake while on the placement.
Where a Professional Experience Placement is undertaken onshore by international students, there must be full compliance with the requirements of the Guidelines for Applications for Approval of Work-Based Training in Courses for Overseas Students, the ESOS Act 2000 and the National Code 2007.
You have the opportunity to:
The work placement will be arranged by IHNA once the student successfully completes the theory part of the course. Typically, the course coordinator will take into account where the students live and their mode of transport, to try and send them to the most appropriate and convenient location. However, there is no guarantee that you will be sent to your closest or preferred facility. While every effort is made to place students with their preferred employer and location, some students may be required to attend placement outside of their local area.
Rigorous selection of the health care facility occurs through placement venue visits and venue assessment using health care facility profile by the IHNA Marketing Officer (PPs) and the Course Coordinator. The RTO “health care facility profile” ensures that each student has a worthwhile experience in an appropriate establishment supervised by qualified people who are prepared to supply supporting evidence.
The students are responsible to organize their own accommodation (if required) during Professional Experience Placement. As part of the program, the student may need to travel for Professional Experience Placement and all cost associated with travelling, uniform, placement material costs (e.g. for pocket articles) and accommodation shall be borne by the student.
Additional fees may be/will be applicable for re-assessment and organizing additional clinical placements. The students are responsible for payment of clinical placement in case they couldn’t go on allocated time or replacing hours.
It is important to remember that you are a student and not a paid employee, so you will not receive a working wage. Students cannot simultaneously be working for an employer and be on professional placement.
Specific placement requirements.
Once you have received the acceptance letter from IHNA, you must start the following placement compliance process immediately.
To comply with the requirements of placement providers, all IHNA students enrolled in the Diploma of Nursing Program who attends direct care/patient areas clinical placement are required to have a National police clearance certificate. Details of this requirement are included in their respective Department of Health website. The Department of Health, Commonwealth of Australia – State and Territories, has directed that an offer of placement in direct care/patient areas cannot occur until the completed police record have been assessed and clearance given.
Student will need to complete the application form and return the form according to the instructions in the application form.
Student may have the opportunity to work with patients under the age of 18. However, before Student can be allowed contact with these minors Student needs to obtain a Working with Children (WWC) Check. The WWC Check is valid for five years. Student can pick up an application form from a participating Australia Post Office. It is advisable to undertake a non-volunteer status WWC Check so that it can be used in the future in an employment context. However, Students are able to apply for a Volunteer Check also. The Volunteer WWC Check is free.
IHNA strongly endorses the recommendations included in the Immunisation Guidelines for Health Care Workers as stated by the various Department of Health, Commonwealth of Australia – State and Territories. IHNA requires that Students are vaccinated against preventable diseases such as diphtheria, tetanus, poliomyelitis, measles, mumps, rubella, chicken-pox, hepatitis B, hepatitis A and tuberculosis.
IHNA requires all nursing students to ensure immunisations are up to date. Students attending clinical placement are required to provide an up to date immunisation record to staff at their allocated placement venue before they can begin their clinical placement.
Important: Any non-compliance with regard to these requirements could lead to exclusion from the placement venue. IHNA will not be responsible for this.
IHNA acknowledges the Traditional Owners of the country throughout Australia and recognises their continuing connection to land, waters, and culture.
We pay our respects to their Elders past, present and emerging.
Location : Online
How to attract, recruit and maintain a dedicated skilled and loyal workforce in the health sector (Aged Care)
This seminar is based on research from a recent royal commission report into the aged care sector and a workforce strategy that followed. The strategy outlined a number of skill gaps across the aged care sector, including a significant lack of management & leadership knowledge and skills. This was identified across all levels of staff, including management and supervisors. Based on the workforce strategy, I have put together an educational seminar. The seminar includes a lot of practical ideas and ‘How To’ methods. The purpose of the seminar is to develop and build knowledge and skills of people working across the aged care sector.
Main topics
Bio. Kevin Egan
MBA, Adv. Dip, CIV TAE.
Kevin has lived and worked in Australia for most of his professional life. He started his career working on a factory floor. Not satisfied with factory work, he set off on a journey to create a successful life and career. This is a remarkable story of a person who was intellectually, economically and emotionally bankrupt and worked his way from obscurity to personal and business success.
During his career, Kevin has acquired a wealth of knowledge and experience working across various Australian businesses and industries. These include: local and state government, transport and logistics, retail, warehousing, sales, finance and education.
Kevin has held various positions, including senior partner, state and national management positions and senior consultant roles. He holds a Master’s degree in business administration and is a published author.
Kevin’s local business and academic skills make him the ideal speaker for this seminar.
Book a SpotDr. Bijo, the Founder, Managing Director, and CEO of HCI Australia, epitomizes a visionary leader driven by a deep passion for education, entrepreneurship, and technology. With a Master’s in Business Administration and a background in Mechanical Engineering, he brings over three decades of extensive project and business management experience to his role. Furthermore, as a member of GAICD and has pursued a PhD in Corporate Governance in the Educational Sector at Swinburne University, Dr. Bijo exemplifies a dedication to lifelong learning and professional excellence.
With a dedication to teaching, research, and industry consultancy he’s published over 45 referred research and conference papers and. Dr Hewege holds a PhD in Management, a Master of Business Administration Degree, and a Bachelor of Science in Business Administration with Honours. He’s well-regarded on a wide spectrum of research areas including corporate social responsibility, management controls of transitional economies, marketing, logistics, international business, and research methodology. Dr Hewege has also accumulated over 20 years of teaching experience on undergraduate and postgraduate levels in Australia and internationally.
Associate Professor Anthony Welch has held a number of positions in the discipline of nursing in both the private and public sectors of the health care industry (Australia, New Zealand, Singapore, and Hong Kong). Such positions have included Hospital Manager, Director of Nursing, Deputy Director of Nursing, Senior Supervisor, Unit Manager, Principal Educator, Senior Lecturer, Associate Professor, Director of Undergraduate Studies, and Director of Post-Graduate Studies. He has also been a foundation member of two Schools of Nursing in Australia. He is currently employed at Central Queensland University as Assistant Dean Community Engagement, School of Nursing and Midwifery.
Trang Perrine is a distinguished Senior Finance Executive and Non-Executive Director renowned for her exceptional strategic leadership and financial stewardship. As a forward-thinking executive, Trang seamlessly integrates short-term financial imperatives with long-term strategic aspirations, ensuring her organization’s robust financial health and positioning it for enduring success. Trang's analytical acumen and results-driven approach have consistently fortified her organization's financial standing, fostering sustained growth and profitability. Her expertise as a trusted advisor to boards, CEOs, and directors underscores her pivotal role in shaping financial strategies and steering critical decision-making processes. Her commitment to excellence is exemplified by her Executive MBA with honours from the prestigious Melbourne Business School, reflecting her profound work ethic and comprehensive expertise. Additionally, she holds credentials as a Graduate of the Australian Institute of Company Directors (GAICD) and is a Certified Practicing Accountant (CPA). Through her visionary leadership, financial insight, and people-centric approach, Trang continues to make transformative contributions, driving sustainable growth and success for the organizations she serves.
Ms. Shali Bijo, an experienced healthcare professional with over 25 years of nursing, education, and management experience, plays a key role at HCI. Focused on IHNA courses, she ensures compliance with regulatory requirements, implementing strategies for excellence and upholding standards of education and training for healthcare professionals. Holding a Masters in Orthopedic Nursing, Shali is dedicated to maintaining organizational compliance while delivering top-quality education.
In 2018, Lorraine transitioned to the role of Pro-vice Chancellor Associate - Academic and Strategic Transformation, which she held until her retirement at the end of 2018.
With more than 20 years of experience in the field of accounting and finance, Pankaj has experience across financial reporting, taxation, and auditing, with established skills in corporate finance, financial analysis, taxation, accounting, and auditing. He holds Bachelor of Commerce and is also a Certified Public Accountant (AUS) and Chartered Accountant (India). Pankaj has been working with the HCI Group for over eight years and is responsible for managing financial aspects of the entire group.
Shruthi is an accomplished entrepreneur with experience in academic board membership and publication.
She has a background in RTO education.
Shisir Manandhar is a respected leader in Australian tertiary education, overseeing academic programs at IHNA. With over seven years of experience, he specializes in technology management and innovation policy. As head of Heathovation, he drives research and innovation in healthcare education using cutting-edge technologies. Shisir's research focuses on enhancing tertiary education and healthcare delivery through innovative technologies.
Building on a robust foundation of vocational training, Australia's VET system, operational for over four decades, exemplifies educational excellence. HCI, with its seventeen-year tenure, expands this legacy internationally, offering innovative training models tailored for a globally-mobile workforce. These initiatives are instrumental in fortifying individual capabilities and catalysing economic growth, by nurturing a skilled labour force attuned to the demands of diverse industries.
The Global Skill Training Academy, also known as HCI Skilldemy, is a dynamic initiative by HCI aimed at elevating vocational education in healthcare. HCI Skilldemy specialises in offering internationally-focused training courses, developed by HCI's curriculum experts for offshore delivery.
The HCI Skilldemy is strategically designed to extend HCI's expertise in vocational training to the global stage, catering specifically to international students offshore. Our tailored courses, crafted by seasoned curriculum specialists, ensure a comprehensive learning experience that aligns with the needs of international markets and upholds the educational excellence synonymous with HCI.
The HCI Skilldemy aspires to be the bridge in global healthcare education, preparing individuals to meet the demands of the industry with an expansive skill set. Committed to 'Education for Employment,' our mission encapsulates the provision of comprehensive training programs tailored to foster work-ready graduates. We strive to equip our students with both the practical and theoretical knowledge required to excel in the healthcare sector, ensuring they remain at the forefront of innovation and service.
Skill sets offer a flexible approach to vocational education, allowing learners to accumulate partial qualifications that collectively lead to a full qualification. This method of 'stacking' units aligns with the concept of staking in cryptocurrency, where individual contributions lead to greater rewards over time. By engaging with individual units that contribute to a larger goal, learners can pace their education to fit their life circumstances, making each step manageable and significant towards achieving their ultimate vocational aspirations.
Online systems for HCI SKILLDEMY course delivery bring multiple benefits, enhancing the educational experience. They provide a structured environment for learning, with consistent quality in both content and assessment. This ensures that all students receive the same comprehensive information and are evaluated against the same standards, regardless of their location. Moreover, digital platforms facilitate interactive and flexible learning, allowing students to engage with the material at their own pace and in a manner that suits their individual learning styles.