CAREERS IN HEALTH (A Careers Teachers Guide)

Department of Human Services Acknowledgement The preparation of this document would not have been possible without the assistance of the management and staff of Health Care Group, Bendigo Community Health, Professor John Humphreys, Rudi de Zoete Spiero from Charlton Secondary College, Mark Zulian from Bendigo Senior Secondary College and members of the Loddon Mallee Careers Consultative Committee.

Careers Consultative Committee Members

Mr Terry Garwood - Chair, Regional Director Loddon Mallee Region, Department of Human Services Dr Janice Chesters - Centre for Rural Health, La Trobe Regional Mr Ian Clark - Project Officer, Strategic Support, Department of Human Services Mr Allan Crooke - Monash University, School for Rural Health Ms Annette Davey - Monash University, School of Rural Health Mr Rudi de Zoete-Spiero - Charlton College Ms Gwenda Freeman - Victorian Universities Rural Health Consortium (VURHC), Latrobe University Mr Vern Healey - Department of Education Prof John Humphreys - Monash University, School of Rural Health Mr Mark Quirk - Bendigo Health Care Group Prof David Simmons - Department of Rural Health, Melbourne University Prof Roger Strasser - Monash University, School of Rural Health Dr Bernie Street - Bendigo Health Care Group Ms Annette Toohey - Strategic Support Manager, Department of Human Services Ms Glenda Verrinder - School of Health and Human Sciences, Latrobe University, Bendigo Mr Mark Zulian - Bendigo Senior Secondary College Contents

Foreword ...... 2 Why a Placement in the Health Sector?...... 3 Setting up a Work Experience Program ? A Career Teacher's Guide...... 4 What do Businesses/Agencies gain from the Work Placement? ...... 5 The Issue of Confidentiality...... 6 Bendigo Health Care Group Confidentiality Statement...... 7 Statement of Confidentiality ...... 8 What Careers are available?...... 9 Government funded Health Related Agencies in Loddon Mallee Region ...... 10 Case Study 1 ...... 11 Case Study 2 ...... 12 Case Study 3 ...... 12 Case Study 4 ...... 13 Case Study 5 ...... 14 Case Study 6 ...... 15 Case Study 7 ...... 16 Careers in Health-Vocational Information, Medical ...... 17 Careers in Health-Vocational Information, Allied Health ...... 18

Web Sites for Careers in Health http://www.vtac.edu.au http://www.med.monash.edu.au/prospective/ http://www.unimelb.edu.au/admissions/ http://www.latrobe.edu.au/www/ops/ http://www.bendigo.latrobe.edu.au/health/shs/index.html http://www.deakin.edu.au/course/ http://www.admissions.rmit.edu.au/ http://newwww.ballarat.edu.au/study_choices.shtml http://www.swin.edu.au/level2.php3?page=Prospective%20Students http://www.med.monash.edu.au/crh/careers/ http://www.careersonline.com.au/show/hosp/index.html http://worksite.actu.asn.au/ http://www.careers.gov.au/careers_guidance_01.htm http://jobguide.thegoodguides.com.au/career.cfm http://www.unimelb.edu.au/HB/facs/MED-S11634.html http://www.dhs.vic.gov.au/ahs/jobs/index.htm

1 Foreword

The recruitment and retention of Health Professionals in rural areas is of particular concern to both the Victorian Government and the health sector. In order to make a career in health more attractive and accessible to young rural people the Loddon Mallee Health Careers Consultative Committee (LMHCCC) was formed. The LMHCCC, a group of professionals representing the health sector, the secondary and tertiary sectors, groups working with young people and the Departments of Human Services and Education has developed the Second in a series of publications aimed to assist Careers Teachers in informing students and their familes about a career in the health sector.

"Careers in Health" is a publication designed to show careers teachers the range and diversity of careers in the health sector. The range of occupations in the field of allied health, administration/clerical, and support services supplements the traditional medical careers of nurse or medical practitioner. Within each major category there is a wide range of occupations requiring a range of academic achievements. Just because you're not an "A" student doesn't mean that there is not an occupation for you.

Careers in the health sector put the professional at the forefront of technological advancement while at the same time using the age-old skills of human interaction to find the best health outcome for patients. It is the combination of interpersonal skills and technology which make the health professionals so important in the life of a rural community. The demand for nursing, medical and allied health staff is currently very high with additional staff being recruited from overseas to meet the unmet demand.

The field of health is one where a professional has transferability of skills within Australia. Which means that once trained, a health professional can find employment wherever they are. Communities need health professionals and so the prestige of an individual who works in the health field is high.

I commend this publication to careers teachers and trust the information contained herein will assist in a positive work experience placement and an informed decision about embarking on studies and a career in the health sector.

Regional Director Department of Human services Loddon Mallee Region Why a Placement in the Health Sector?

What’s interesting about a career in Health? A career in the health sector is employment that benefits both the individual and the community. The dedication of health sector staff in turn is recognised by society and has high social status. Careers in the Health industry are generally well paid, have transferability of qualifications and a clear career path.

What use will it be to Students? A placement in the health sector will assist students to make the decision about careers in that sector based on reality rather than romantic notions as seen on television. The sheer range of activities that are part of the health sector means that without actually doing work experience it would be difficult to understand the role of each of the professions in the mix of health services.

Where can the Students work? A passport to overseas travel. A person trained in the health profession in Australia has access to employment around the world. This also applies to moving within Australia, where subject to registration by State Authorities skills are transferable. The current example with a shortage of trained nurses has seen staff being recruited both around Australia and overseas.

What will be expected of the Student? The number one expectation of a placement in the health sector is that the student has a definite interest in the health profession. The time and effort required by an agency in placing a student means that the staff and agencies only want students who are keen to learn and contribute.

A"Careers in Health" is not just for "A" students.

In speaking to students it is clear that many are put off a career in the Health sector by the unrealistic expectation that they will be "A" students. Whilst it is realistic for students to know that a career in Medicine requires very high entrance score it is also true that many of the other occupations, including Nursing and many allied health position, do not have nearly as high an entrance requirements.

Many careers in the health sector do not require tertiary education at all and are vocation careers, either requiring TAFE or on the job training. These careers are particularly in the Administration, Clerical and Support Services areas. In a modern hospital there may be as many if not more staff employed in these areas as a there are tertiary educated staff.

A number medical students who are part of the Melbourne University Rural Health Club and Monash University Rural Practice Association, felt even as high achieving VCE students that they were discouraged by their respective careers teachers from pursuing a career in the medical field. Luckily for those students they pursed their chosen careers regardless and will graduate their 6 year medical qualifications this year. Such is degree of commitment of these tertiary students they offered school visits in rural areas to encourage more student in the health field.

The value placed on the opinions of teachers by student may be underestimated by careers teachers when discussing future placements with students. Experience in the tertiary sector has shows that even minor discouragement of students in secondary education in a particular field of study can affect the student self-perception and future career choices regardless of the statements veracity.

3 Setting up a Work Experience Program ?

The creation of a Work Experience Program for students in a local community setting is not a difficult task to undertake. My experience has shown in a small rural community, that local businesses and service groups are only too ready to provide assistance as it is their own children, neighbours, or family friends that benefit from the total outcomes.

The initial apprehension of employer groups is a typical one, as they are largely uncertain of what is expected of them, how to deal with a young person, and what they become responsible for during the program? In reality, the task and expectations is not an onerous task. But as experience has shown, a very rewarding one for all parties involved in the program.

It is important when setting up this kind of program that employers can listen to an overview of what you want the student to achieve by the end of the Work Placement period. Therefore I suggest the following aspects be covered during an informal meeting with the local employers that have been invited along to the evening:

1. Prepare a short agenda of what you wish to cover during the presentation

2. Outline the purpose of the actual program and how it links in to VCE I Vocational Studies

3. Explain the nature and the importance of the work related competencies and enterprise skills that underpin the program.

4. Focus on the understanding that will be developed by the student of how that particular business operates.

5. Emphasize the development of the key qualities that the student will develop in terms of self-con fidence, assertiveness, and personal esteem - especially after they have interacted with customer's in particular adults!

6. The experience also allows students to prove themselves in the eyes of sometimes sceptical adults -who have developed biased stereotype perceptions of young people; without a chance to prove themselves. Assure the employers of a regular visitation period that allow discussion with the employer/ supervising teacher, employee/supervising teacher and finally all three groups.

8. The legal aspects of insurance for small businesses is normally covered by the Education Department - if they so wish

The common statement that many employers give when asked to take on a student for a short period, "but how do T fill in their time for the length of the program?" The answer is simple, the student is expected to do the same tasks as any full time employee would also do (depending upon the level of expertise required) nothing more, or nothing less!

In order for the Work Experience to be truly meaningful, the student must be exposed over a period of time) to situations that highlight the ability to problem solve, use the technology that is part of that business, be encouraged to communicate in a variety of ways that relate to that business, become part of a team approach, learn to organize their daily tasks in an effective manner, see the value of using mathematical skills when required and always thinking how enterprise skills could be used to improve or streamline the way in which a task is carried out. What do Businesses/Agencies Gain from the Work Placement?

The answer in a nutshell is a lot more than they originally thought when deciding to give the program a go! You may ask why and I offer the following experiences that I encountered in our North Central community of Charlton (population around 1,300).

1. They can watch the development of the student as they carry out adult tasks.

2. They can observe how the student handles designated tasks and responsibilities.

3 . They can monitor the progress of work competencies in a variety of daily situations.

4. They are instrumental in helping the student develop life long skills in communication, team work, organisational patterns, problem solving and using technology; which all add up to being a vital cog in that business' daily operation.

5 The employer has, over a set period of time, created a multi-skilled employee that has many advantages for both themselves and the student in terms of future career pathways.

6. The creation of regular part time employment, even in small towns like ours, is really quite staggering. The biggest employers we have found have been the local supermarkets, hardware store and road houses (employing some 25-30 students for a three to four year period ending after VCE studies have been completed).

Work Experience is a partnership between employer, student and the school. Any student who is motivated can succeed in a work experience placement. It is wrong to think that only the most academically inclined will shine through. This is total nonsense. The feedback from employers in my Melbourne Program cannot speak highly enough of the commitment and dedication which country students bring to the workplace which for the greater majority is very different to country living and work.

I thoroughly recommend Work Experience Programs to any employer and for those that still have a deep seated concern about it, then I wish to say, become involved, you won’t be disappointed!

Rudi de Zoete-Spiero Careers Co-ordinator Charlton College.

5 The Issue of Confidentiality

For Agencies in the Health Sector the issue of confidentiality for patients and for the agency itself is of paramount importance. It is a legal duty for agencies to keep all information for patients confidential.

Careers teachers interested in placing students in health sector placements need to be aware that many agencies reject placements for Year 10 student and even VCE students on the basis that students cannot be relied on to uphold these important issuse of patient and agency confidentiality.

To counter this augment it should be noted that Bendigo Health Care Group have dealt with this issue by providing each Student on placement with a set of basic rule of confidentiality and then require a Work Experience, Statement of Confidentiality be signed by the student and witnessed usually by a member of staff from the hospital.

This type of use of official forms and clear written and verbal explanation of the right of patients to have their personal information kept confidential is respected by students on placement. Students if given the responsibility for their own action appreciate the trust placed in them.

Agencies are also very concerned with the confidentiality of issues within the agency. As professional organisation with a high profile in the community health care agencies need to be confident that their reputation are not tarnished by partly informed work experience students. For this reason agencies insist that information about the agency be kept within the agency and so they apply the confidentiality principle to the organisation, staff members and to individual patients.

The next two pages are an example of the material used by Bendigo Health Care Group with work placement students. Note this is backed up by verbal advice regarding privacy to each student individually before they sign the “Statement of Confidentiality”. CONFIDENTIALITY

The Bendigo Health Care Group has a legal duty to each of its patients to keep all information concerning that patient confidential, unless the patient gives permission for the information to be released to other people. This duty covers the reason why the person is a patient of the Group, the name of the patient and all details of treatment and services provided. This duty remains on the Group after the patient is discharged.

This is the reason why it is essential that you observe the utmost discretion with regard to the information which comes into your possession in the course of your employment. Confidential information must NOT be discussed or any records improperly disclosed within or, more importantly, outside the Bendigo Health Care Group. However, it is obviously necessary to share confidential information regarding a patient with other members of the health care team in order to provide the best possible care and treatment for the patient. If you have any doubt as to what you should or should not do with information, contact your Business Manager or if necessary, another senior staff member.

There are a number of basic rules which you should keep in mind:

· Do not discuss any patient with other patients, or those outside the Bendigo Health Care Group, even your own family.

· Show the patient’s medical record only to other members of the health care team involved in the care and treatment of the patient and any other person authorised by the patient to see that record.

· Do not start or repeat gossip about the business of the Group or any patient. This rule particularly applies to opinions regarding the clinical competency of any member of the Bendigo Health Care Group team.

This issue is so important that the Group has decided that maintaining confidentiality is a condition of your employment and the Health Services Act provides for a fine of up to $5,000 for breach of confidentiality.

The best way to avoid legal action being taken against you or even losing your job, is to make strict confidentiality a habit.

7

What Careers are available?

There is a huge range and diversity of Careers in the Health sector, this listing provides a general overview of the major professions.

Admin/Clerical Support Services Medical Allied Health Nursing Administration Building Medicine Biomedical General Nursing Clerical & Maintenance Surgery Engineering Mental Health Library Catering Radiology Medical Physics ICU/CCU Financial Cleaning Pathology Physiotherapy Infection Control Payroll Gardening Medical Admin Audiology Research Reception Housekeeping Research Occupational Maternity Data Entry Environmental Anaesthetics Therapy Emergency Secretarial Domestic Emergency Podiatry Outpatients Project Support Stores Obstetrics Hospital Pharmacy Clinics Paediatrics Information officer Transport Gynaecology Speech Therapy Operating Theatre Computing Linen Paediatrics Social Work Human Resources Attendant Carer Health Information Chef Dentistry Management Nuclear Medicine Technology Radiation Therapy Diagnostic Radiography Medical Laboratory Science Orthoptics Prosthetics Orthotics Dietetics Public Health

9 Health Related Agencies in Loddon Mallee Region Agency Address Town Phone No Bendigo Community Health Services Incorporated PO Box 169 Eaglehawk 5434 4300 Bendigo Community Preparation Program Inc PO Box 984 Bendigo 5441 2666 Bendigo Early Intervention Programme Inc 13 Lockwood Rd Kangaroo Flat 5447 0811 Bendigo Health Care Group PO Box 126 Bendigo 5444 6111 Bendigo Regional Young Mens Christian Association Youth Services Napier Street Eaglehawk 5446 9222 Boort District Hospital PO Box 2 Boort 5455 2100 Campaspe Murray Community Care Inc 36 Heygarth St 5482 4242 Castlemaine and Districts Accommodation and Resource Group Inc 12 Lyttleton St Castlemaine 5472 4299 Castlemaine District Community Health Centre (C.H.I.R.P) Inc 13 Mostyn St Castlemaine 5472 4044 Centacare Diocese of Sandhurst 65 Baxter Street Bendigo 5443 9577 Centre Against Sexual Assault-Loddon Campaspe Region Inc Bendigo Base Hospital Bendigo 5441 0430 Christie Centre Inc PO Box 1000 5023 2761 Cobaw Community Health Service Inc PO Box 146 5422 3011 Cohuna District Hospital PO Box 317 Cohuna 5456 2300 Community Living and Respite Services Inc PO Box 424 Echuca 5480 2388 Country AIDS Network () Inc PO Box 1149 Bendigo 5443 8198 Dingee Bush Nursing Centre Inc Post Office Dingee 5436 8309 Echuca Regional Health 14 Frances St Echuca 5482 2800 Emergency Accommodation and Support Enterprise (E.A.S.E.) Inc PO Box 958 Bendigo 5443 4945 Future Connections Association Inc 118 Hargreaves St Bendigo 5441 3721 Gisborne and District Community Health and Hospital Board PO Box 588 Gisborne 5436 8309 Golden City Support Services Inc PO Box 297 Bendigo 5441 4206 Inglewood & Districts Health Service 3 Hospital St Inglewood 5438 3100 Interchange Loddon-Mallee Region Inc PO Box 685 Bendigo 5441 1599 Kerang & District Hospital PO Box 179 Kerang 5450 9200 Kyabram & District Memorial Community Hospital PO Box 564 Kyabram 5857 0200 Kyneton District Health Service PO Box 34 Kyneton 5857 0200 Lifeline Central Victoria Inc PO Box 1164 Bendigo 5443 1330 Lockington & District Bush Nursing Centre Inc PO Box 67 Lockington 5486 2544 Loddon Mallee Planned Activities Support Network C/o PO Box 50 Castlemaine 5442 7860 Loddon Mallee Housing Services Ltd PO Box 212 Bendigo 5442 4288 Loddon Mallee Women's Health Inc 48 Queen St Bendigo 5443 0233 Maldon Hospital PO Box 50 Castlemaine 5475 1006 Mallee Accommodation and Support Program Inc PO Box 1686 Mildura 5023 3744 Mallee Family Care Inc PO Box 1870 Mildura 5023 5966 Mallee Sexual Assault Unit Inc PO Box 1373 Mildura 5025 5400 Manangatang & District Hospital PO Box 102 Manangatang 5035 1402 Maryborough District Health Service PO Box 155 Maryborough 5461 0333 Maryfields Centre Bendigo Inc PO Box 255 Bendigo 5443 9577 McIvor Health and Community Services 39 Hospital Street Heathcote 5433 3390 Mildura Base Hospital PO Box 306 Mildura 5022 3333 Mt Alexander Hospital PO Box 50 Castlemaine 5472 1122 Murray Human Services Inc PO Box 1 Echuca 5480 6611 Northern District Community Health Service Inc PO Box 523 Kerang 5452 2700 Peter Harcourt Services Association Inc PO Box 3014 Bendigo 5443 3826 Rochester and Elmore District Health Service PO Box 202 Rochester 5484 1400 Sea Lake & District Health Service Inc PO Box 211 Sea Lake 5070 2155 St Luke's Anglicare PO Box 315 Bendigo 54401100 Sunraysia Community Health Services Inc PO Box 2803 Mildura 5022 0318 Sunraysia Ethnic Communities Council Inc PO Box 1213 Mildura 5023 7511 Sunraysia Residential Services Inc PO Box 119 Mildura 5021 2339 District Hospital PO Box 483 Swan Hill 5032 1111 Tri-State Care and Respite Inc PO Box 2935 Mildura 5021 3512 Wattle Human Services Inc PO Box 5 Maryborough 5461 2246 Westate Community Development Ltd PO Box 658 Bendigo 5440 1199 Windarring Central Highlands Association for People With Disabilities PO Box 159 Kyneton 5422 7001 Young Men's Christian Association of Echuca Cnr High & Service St Echuca 5482 2517 Case Study 1 Gary Tho

I am Gary Tho and I would like to tell you how work experience has helped me decide what my future career will be. In Year 10, I did my first work experience placement at Physiotherapy Clinic and at a Podiatry Center. I enjoyed the experience at the Physiotherapy Clinic, but not at all at the Podiatry Centre.

In the same year, instead of going on camp, I also did work experience at a Chiropractic Clinic, the Radiology Department at Mt. Alvernia and a local Business and financial planning company. After these experiences, I was leaning towards a career in Chiropractic, Radiology or Physiotherapy.

In Year 11, I made sure that I chose subjects that allowed me to do any of these courses in Victoria or interstate and therefore, I selected the Math/Science subjects as well as a “Language Other Than English” (LOTE).

In the same year, I investigated more into Physiotherapy and Chiropractic by applying for work experience on my own with the school's approval. I did work experience at the Physiotherapy unit at the Anne Caudle Centre Campus and the Bendigo Base Hospital as well as with another three Chiropractic Clinics in Bendigo.

At the 2000 RMIT open day, I discovered another similar occupation, which is Osteopathy. I was fortunate to obtain work experience at two different Osteopathic Clinics in Bendigo. Osteopathy is interesting, but I found that I did not really want a career in it.

Now in Year 12, I have decided that after six different types of work placements at various venues, I am well placed to make a more informed decision of my career preferences. My first preference is Chiropractic, followed by Radiology, Physiotherapy and Radiotherapy. Knowing this, I can choose the subjects which will give me the biggest benefit in either a high ENTER score to get into the course I want or to cover prerequisites, and the like.

I found work experience very useful because without actually seeing and doing the work involved in an occupation, you cannot judge whether you want to do it for the rest of your life.

Gary Tho, Year 12 Student, Bendigo Senior Secondary College

11 Case Study 2 Hayley Forrest

My name is Hayley Forrest. I am a Year 12 student at Bendigo Senior Secondary College. Over the past two to three years my involvement in Work Experience has given me the incentive to pursue a Career in Medicine. In Year 10 and 11 I worked at the Bendigo Health Care Group in Radiology, Pharmacy, Pathology, Dietetics, Physiotherapy, Podiatry, Nursing and Occupational Therapy.

During the time that I was there, I was able to learn what was involved in each of these areas and this allowed me to decide what subjects to do while completing my VCE. My supervisors allowed me to observe and help while doing their work to help me get the feel of what it was like to be in their chosen profession.

This year I am also doing Work Experience and I was fortunate this time to get into a Doctor's Surgery for two weeks in the school holidays. I am looking forward to it as it will be an excellent opportunity because not many school students are accepted to do Work Experience with Doctors. This year is a crucial year for myself as I have to select my University course and by doing Work Experience it has crystallized my decision to put Medicine first.

Hayley Forrest, Year 12 Student, Bendigo Senior Secondary College

Case Study 3 Casey McGurk

I have always wanted to work as a Health Care Professional and for my Year 10 work experience I was fortunate to gain contact with a physiotherapist who was willing to allow me to observe his private practice for a week.

This experience gave me valuable insight into how a private practice ran and also helped confirm my own desire to work with people. The diversity of patients and treatment techniques, as well as the required knowledge of the human body astounded me. This experience served as a driving force in Years 11 and 12 to try and obtain the ENTER required to be accepted at university to study in the health care field.

Casey McGurk, 2nd year Osteopathic Student, RMIT University Case Study 4 Danielle Lindsay

My Year 10 work experience was valuable for me in that I realised this type of work experience was not the occupation I wished to pursue. At 16 I was unsure of what I wanted to work as for the rest of my life. I enjoyed maths so I decided Accounting was the logical path for me and arranged two weeks work experience at a large Melbourne based firm. After two weeks in a high-rise office complex at a desk with computers and plenty of numbers, I definitely decided this wasn't for me!

I needed contact with people, as I enjoy talking to my fellow workmates. I needed to be out of the office and I needed a career with plenty of variety. Taking this into consideration, I ruled out a career in Business and was encouraged to search more broadly for a suitable career.

Currently I am in my fourth and final year of university studying Occupational Therapy. It is a far cry from my experiences at the accounting firm, but I am thankful that I had the opportunity for this experience. It not only shaped my VCE subject choices but also my university preferences. I was exposed to professional work ethic and communications in the workplace, which I had not experienced and will continue to build on and utilise.

Danielle Lindsay, 4th Year Occupational Therapy Student

13 Case Study 5 Matt Sharp

Having grown up in a regional area, sport occupied a significant part of my life while completing my secondary education, and it was here my interest in the healthcare field began. During Years 11 and 12 my subjects were aimed at pursuing a tertiary education in Physiotherapy or Human Movement. But my plan did not work out the way I intended, mainly because I did not obtain the marks required for entry into these courses. In between completing my VCE I worked for a year in Wangaratta while I evaluated my options, then moved to Melbourne the following year and commenced a degree in Primary teaching. That year in Melbourne was a great learning experience, not academically but more socially in terms of how different it is to live away from home.

However, my interest in the healthcare field remained strong, and I decided to commence a career in nursing, as I believed this was a way I would be able to assist people back to their best health. Since then I have completed a Bachelor of Nursing, a further two years part-time study to obtain Honours in this degree, and undertaken a further one year to attain a Post Graduate Diploma in Critical Care Nursing. During my nursing career I have worked in a variety of and wards, mainly Accident and Emergency Departments and Critical Care Units, and met some amazing people and made great friends. Recently I have taken up a position with the Department of Human Services and I am now involved in implementing government policy in setting up a new State Trauma System.

Advice I wish to offer is to remain flexible in your career options and not view the VCE as being your only means of achieving the career or university course you desire. Make sure you are aware of the many different options to continue tertiary education and a career in the healthcare field, and try not to limit yourself. Attempt to remain positive and once you have identified your desired career path, work hard towards achieving that goal.

Matt Sharp Regional Trauma Management Coordinator - Loddon Mallee Region. Case Study 6 Melissa Billing

I grew up in the country a small rural community of 350 people lived in our town of Murrabit. We travelled to Kerang High School by bus, which was a 40 minute round trip. In middle school I was offered a multiple of subjects but given the choice I steered my path down a science, health and math direction. Many of my school friends had the same interests, which made classes more enjoyable, with a common interest in both academic and social areas was helpful.

In Year 10 we were given the opportunity of work experience in Melbourne. I had always been quite interested in Health, wanting to work with people to help them in some way to improve and make a difference in others lives. I chose to do a placement at the Mercy Private Hospital as a Radiographer. I liked the idea of being part of a team to help diagnose illness and abnormality. This placement was for two weeks. I thoroughly enjoyed the experience. Although I enjoyed this placement I identified that radiography as a career had many limitations for me. In that I could not see the end result and the difference made. I would not actively help patients to improve their outcome.

It was much later in VCE that I revisited my path, steering it towards Nursing as a way to open my horizons, as a starting point for my career. I was still not certain but felt that this option would give me the opportunity to more choices.

Melissa Billing, Regional Breast Care Nurse Coordinator- Loddon Mallee

15 Case Study 7 Louise Simm

When I was in Years 9 and 10 I did work experience as a Primary School Teacher and a Journalist. They were OK, but they didn't feel quite right. I basically had no idea what I wanted to do with my life. There's so much emphasis on your career! And to make up your mind what subjects to take in your VCE when you're only in year 10 - how much pressure! And then I read about this subject called Psychology.

Why do people act the way they do? Why are some people happy, some funny, and some shy? Is there really no such thing as "normal"? Humans really are amazing creatures! I hadn't heard of Psychology before now. But I took it as a subject in Year 11 and 12 because I thought it sounded interesting and now eight years later I'm still doing it!

I can't remember a specific time when I thought to myself, yes, this is what I want to do. I did a Bachelor of Arts, majoring in Psychology. Then I did a fourth year Honours in Psychology postgraduate course. And now I'm doing my PhD part-time and working as a research officer as well. I'm going to be a Doctor one day and I'm going to be able to call myself a Psychologist one day.

I think the most important advice I can give is to keep your options open. If you know what you want to do, then great, go ahead and do it. But if you're not sure what you want to do, then try different things; take a variety of subjects, do as much work experience as you can and if you want to go on to University or TAFE, take a course that can branch off into a number of areas.

And most importantly, make sure you love what you're doing. I can't think of anything better than working in a field that helps people - helps people get better and helps people understand themselves better!

Louise Simm, Research Officer, Department of Human Services Careers in Health Vocational information

DOCTOR Medical practitioners are concerned with preventing, diagnosing and treating illnesses and injuries. Their main aim is to help people stay healthy. If you train to become a medical practitioner, you may become a general practitioner or you may decide to specialise in surgery or . Medical practitioners may work in hospitals, private practices or community health centres. Employment opportunities in country areas are very good at present as there is a shortage of rural medical practitioners.

Monash University, Bachelor of Medicine, 5 Years Full Time University of Melbourne, Bachelor of Medicine, 6 Years Full Time

VCE Prerequisites English (any), Chemistry and one of Math Methods, Specialist Maths or Physics.

NURSES A nurse is a person educated and licenced to practise nursing in a variety of settings. Nurses study the theory and practice of nursing, including the basic strands of medical/surgical nursing, community nursing and mental health nursing. Programs also include biosciences, psychology and behavioural sciences. Registered nurses care for clients/patients in a range of settings and, as beginning practitioners, usually work in traditional settings such as hospitals and nursing homes. Opportunities exist for nurses to work in areas such as community health, public health, occupational health, or district nursing. Specialisation could be in midwifery, research, psychiatric, critical care or rural health nursing, health promotion and education or aged care. There are four levels of registered nurse in Victoria: Division 1 nurses are General nurses who have completed a three year nursing degree. Division 2 nurses have completed a one year course at a TAFE institute or college. There are opportunities for Division 2 nurses to receive advanced standing, to undertake a Division 1 program. Divison 3 nurses are Psychiatric nurses. Division 4 nurses are Mental Retardation nurses.

Entrance requirement subjects: Check VICTER guide for individual Requirements

The majority of tertiary institutions take nursing students. Check local institutions for details.

17 AMBULANCE OFFICER Ambulance officers provide prehospital health care, transport sick and injured people to hospital and assist with emergency medical treatment. If you are planning on becoming an ambulance officer, it is essential that you are the type of person who can stay calm, think quickly and drive quickly but safely in a stressful situation. An applicant must hold a current unencumbered driver’s licence, which means applicants must be over 21 years of age to apply for entry to the course. You must then satisfactorily complete a pre-employment examination to see whether you are suited to the profession. Required training includes an Associate Diploma of Health Science. This course is like an apprenticeship and involves on-road and theoretical training.

Ambulance Officers Training Centre, TAFE, Associate Diploma of Health Science, 3 years full time

VCE Prerequisites English (any), Maths and one of Biology, Chemistry or Physics

Entry requirements, pre-employment examination, full licence

AUDIOLOGIST Audiologists assess and provide non-medical management of hearing loss and other auditory disorders in both adults and children. They use a range of techniques to test hearing loss and to establish the site of any disorders within the hearing system. Audiologists prescribe and fit hearing aids and other listening devices. Audiologists may be employed in hospitals, industry, private practice, community health centres or special developmental schools.

University of Melbourne, Bachelor of Science, 3 Years Full Time, then Graduate Diploma (Audiology), 1 Year Full Time

CHIROPRACTOR Chiropractors diagnose, treat and provide preventative advice on physiological and mechanical disorders of the body, particularly skeletal and neuromuscular disorders. Chiropractors diagnose patients' complaints, use spinal manipulation to aid recovery and provide care to assist muscles and ligaments to heal after injury.

RMIT, Bundoora Campus, Bachelor of Chiropractic, 5 Years Full Time

VCE Prerequisites English (any), Chemistry, Biology and suggest Maths Methods, Biology or Physics DIETITIAN Dietitians work with individuals or whole communities, prescribing special diets or educating the public about healthy eating habits. To become a dietitian, you must complete a Bachelor of Science degree (majoring in biochemistry and physiology). This is followed by the Master of Nutrition and Dietetics or Master of Human Nutrition, both of which focus on the study of how the human body obtains and uses nutrients from food for maintenance, growth and renewal of body tissues.

Deakin University, Bachelor of Science, 3 Years Full Time then Masters of Nutrition and Dietetics , 2 Years Full Time

Entry Requirements, Bachelor of Science majoring Biochemistry, Physiology HEALTH PROMOTION Health promotion combines a broad range of activities directed at raising the health of individuals and populations. It is concerned with developing people’s physical, socio economic, domestic and work environments to support health and wellbeing, not just education. Health promotion emphasises developing the ability of people to influence and shape their own environment and health, especially when they act collectively.

A Health promotion officer uses a detailed understanding of human health; an appreciation of health concepts, models and factors which influence health; collection and analysis of data; health communication using information technology, written skills, project management, planning, implementing and evaluation. Graduates will be equipped to work in a variety of organisations such as hospitals, local government, community health and funded agencies.

Deakin University, Bachelor of Applied Science (Health Promotion), 3 Years Full Time , Bendigo, Bachelor of Public Health (Health Promotion), 3 Years Full Time

VCE Prerequisites: Units 3 and 4, a study score of at least 20 in English (any). Selection mode: ENTER and two-stage process with a middle-band of approximately 20%. NURSE DIVISION 2 Registered Nurse (Division 2 - formerly State Enrolled Nurse (SEN)) work in a wide range of hospital, medical, psychiatric, aged care and community health settings. Registered Nurses provide care, comfort and basic support to individuals or groups in activities of daily living. These courses are conducted through the TAFE system in conjunction with local hospitals such as Bendigo Health Care Group or Mt Alexander Hospital.

Bendigo Regional Institute of TAFE, 1 Year Full Time and other Victorian TAFE Colleges

VCE Prerequisites Successful completion of Year 12 or equivalent (with recommended passes in English and Biology)

19 OCCUPATIONAL THERAPIST Occupational therapists work predominantly with individuals or groups whose abilities have been impaired by disease, physical injury, developmental abnormality, emotional trauma or psychological problems. Using special activities and equipment, Occupational Therapists assist clients/patients to regain lost function and to develop their abilities. They may also assist with activities such as eating, dressing, leisure, work, personal care, creative pursuits and social situations. Occupational therapists work with clients, assessing their abilities and devising suitable treatment programs. Occupational therapists need to be patient, observant and able to solve problems since they work with people of varying ages and abilities.

La Trobe University Bundoora, Bachelor of Occupational Therapy, 4 Years Full Time VCE Prerequisites English (any), and one of Biology, Chemistry, Physics or any Maths

OPTOMETRIST Optometrists are primary eye care providers who deal with visual and other eye problems. They examine the eye to determine if the vision of the patient needs to be assisted in any way. Optometrists begin each examination by listening to patients describe their symptoms; they then conduct visual tests which often involve the use of the latest technology. The optometrist diagnoses the problem, explains the diagnosis to the patient and then prescribes the appropriate treatment.

University of Melbourne, Parkville, Bachelor of Optometry, 4 Years Full Time

VCE Prerequisites English, Maths Methods, and one of Biology, Physics, or another Maths OSTEOPATH Osteopaths treat injuries and disorders of the muscular and skeletal systems. Their clients are mostly people who have suffered repetitive strain or back injuries or who have been involved in accidents. The osteopath diagnoses the complaint after observing and listening to the patient describe his or her symptoms. To assist with diagnosis, osteopaths may use x-rays or laboratory tests. Following diagnosis, treatment is prescribed. This can range from “hands on” treatment like manipulation of joints and stretching to the use of special ointments or ultrasound equipment. To become an osteopath, you must complete a five year Bachelor of Science (Clinical Sciences/Osteopathy) or a three year Bachelor of Science (Clinical Sciences) plus a two year full time Master of Osteopathic Science.

RMIT, Bundoora Campus, Bachelor of Osteopathic Science, 5 Years Full Time Victoria University of Technology, Bachelor Science Clinical Sciences, 3 Years Full Time, then Master of Osteopathic Science, 2 Years Full Time

VCE Prerequisites English (any), Chemistry and either Physics or any Maths PHARMACIST Pharmacists develop, test, manufacture and dispense medicines. The community pharmacist, in addition to dispensing medicines, also provides health and medical information to the community as he or she is often one of the first health professionals approached by the public. In this capacity, pharmacists may advise on a range of areas including medication, nutrition, alternative health, medical aids, sports medicine and government health services.

Monash University, Victorian College of Pharmacy Bachelor Of Pharmacy, 4 Years Full Time La Trobe University Bendigo, Bachelor of Pharmacy, 4 Years Full Time VCE Prerequisites English (any), Chemistry and Maths Methods, Biology and Physics are also recommended. ENTER Aptitude Test at Latrobe with bonus added for Rural Students PHYSIOTHERAPIST Physiotherapists advise and treat people whose range of movement has been reduced through disability or injury. They use many different methods to assist in the rehabilitation of their clients. These include the use of `hands on' techniques such as massage and manipulation and the use of electrotherapeutic equipment such as lasers and ultrasound. Physiotherapists also design and teach exercise programs to educate the community about how to cope with disability and how to prevent injury. Clients may include highly trained athletes, premature babies, pregnant women or permanently disabled people. Other clients may be those needing rehabilitation after accidents, disease or surgery. The main aim of the physiotherapist is to restore clients' ability to move and function at the highest level of independence.

University of Melbourne, Bachelor of Physiotherapy, 4 years full time La Trobe University Bundoora, Bachelor of Physiotherapy, 4 Years Full Time

VCE Prerequisites English (any), Chemistry and any two of Biology, Specialist Maths, Maths Methods, Physical Education or Physics PODIATRIST Podiatrists are the main providers of foot care in the community. They diagnose, treat and rehabilitate disorders of the feet and lower limbs, also offering advice on injury prevention. Podiatrists treat conditions resulting from bone and joint disorders, such as arthritis and muscle and soft tissue problems, as well as those caused by nerve and heart disease. Podiatrists examine the structure and function of the foot or leg to assess how the client stands, walks or runs. They may prescribe a special exercise program or the use of insoles or custom made devices which are placed into the shoes to control foot and leg movement.

La Trobe University Bundoora, Bachelor of Podiatry, 3 Years Full Time

VCE Prerequisites English (any) and any two of Biology, Chemistry, (any) Maths, Physical Education or Physics 21 PSYCHOLOGIST Psychologists study human behaviour and use scientific means to predict and understand behaviour and its disorders and to help people solve a wide range of problems. There are eight main groups of psychologist. Counselling psychologists provide assessment, counselling to people or groups with everyday problems. Educational and developmental psychologists provide assessment, intervention and counselling services for the management of developmental and educational issues. Clinical psychologists are concerned with the diagnosis, treatment and prevention of a wide range of serious psychological difficulties affecting adults, children and families. Clinical neuropsychologists are involved in the study and treatment of brain impairment. Community psychologists are concerned with community issues and with helping bring about social change within communities. Forensic psychologists work within the context of the legal and criminal justice system. Organisational psychologists help people function effectively in the work place.Sport psychologists focus on enhancing sporting performance. Psychologists may also be involved in teaching or research. To become a psychologist, it is necessary to complete four years study in psychology (for example, a four year course or honours degree or a three year course plus a one year postgraduate course) plus two years of supervised experience. It is important to note that the course you choose must be approved by the Australian Psychological Society (APS). Deakin University Burwood, Bachelor of Applied Science (Psychology), 3 Years Full Time La Trobe University Bundoora, Bachelor of Behavioural Science, 3 Years Full Time La Trobe University Bendigo, Bachelor of Behavioural Science, 3 Years Full Time Monash University, Gippsland Bachelor of Arts (Psychology), 3 Years Full Time University of Ballarat, Bachelor of Psychology, 3 Years Full Time RMIT Bundoora, Bachelor of Applied Science (Intellectual Disability), 3 Years Full Time Swinburne University of Technology, Bachelor of Arts (Psychology), 3 Years Full Time VCE Prerequisites English (any), Maths Methods or Specialist Maths, Biology, Health and Human Development or Physical Education, Prerequisites vary from course to course SPEECH PATHOLOGIST Speech pathologists study and treat abnormalities in human communication. They work with people affected by a large range of speech and language disabilities. Some speech disabilities are caused by disease or accidents involving the nervous system or speech mechanisms; others may be due to emotional, mental or learning difficulties. Examples of communication difficulties may be found after surgery or in people who have suffered strokes, head injuries or psychological trauma. Speech pathologists work with people of all ages and abilities so it is important that they are patient and are able to inspire confidence and cooperation. Rural speech pathologists may be more isolated than their city colleagues, but the support networks are greater. Country speech pathologists see a wider range of clients and gain more general experience in their chosen field. La Trobe University Bundoora, Bachelor of Speech Pathology, 4 Years Full Time VCE Prerequisites English (any) and one of Biology, Chemistry, Maths (any), Physical Education, or Physics RADIOGRAPHER A diagnostic radiographer, or medical imaging technologist, operates x-ray, ultrasound and magnetic resonance imaging equipment to produce internal images of the human body. In preparing for an image to be taken, the radiographer puts the patient at ease and positions them so that the best image may be obtained. The resulting x-rays are sent to a radiologist or to the patient's general practitioner so that a diagnosis of the patient's condition or injuries can be made. On completion of the degree, graduates are required to complete a year of clinical experience in an approved radiation department. RMIT, Bundoora, Bachelor of Applied Science (Medical Radiations), 3 Years Full Time VCE Prerequisites English (any), Physics and one of Maths Methods or Specialist Maths