Course Title: Working in Partnership with Families

Part A: Course Overview

Course Title: Working in Partnership with Families

Credit Points: 12.00


Course Code




Learning Mode

Teaching Period(s)


Bundoora Campus


150H Health Sciences


Sem 1 2016,
Sem 2 2016


Bundoora Campus


173H School of Health and Biomed


Sem 1 2017,
Sem 1 2018

Course Coordinator: Kerrie Buchanan

Course Coordinator Phone: +61 3 9925 7445

Course Coordinator Email:

Course Coordinator Location: 201.07.007

Pre-requisite Courses and Assumed Knowledge and Capabilities

Bachelor degree or equivalent, in a related health or community service field

Course Description

Working in partnership with families is a crucial skill for professionals supporting families with young children. This course involves intensive (six days equivalent), experiential workshops which explore the Family Partnership Model (Davis and Day, 2010). The workshops will focus on both theory and the development of applied knowledge and skills around the helping process, in order to develop effective and empowering relationships with families. The workshops also address culturally linguistic and diverse (CALD) partnerships and Motivational Interviewing.

Objectives/Learning Outcomes/Capability Development

This course contributes to the development of the Program Learning Outcomes for GD159 Graduate Diploma in Child and Family Health Nursing in the following way: 

  • PLO 3:  Critically evaluate contemporary research findings and integrate these to provide comprehensive, safe and effective evidence based health care for children, families and the community
  • PLO 5:  Conduct individual and family consultations and group sessions in a planned, systematic, professional and timely manner, providing feedback to families and engaging them in decision making regarding their own care.
  • PLO 6:  Communicate effectively with children, families and groups to engage and support clients, working in partnership with families and interdisciplinary health teams to promote, assess and support maternal, child and family health wellbeing.

At the conclusion of this course you should be able to: 

  1. Conceptually map the theoretical components of the Family Partnership Model  (Davis and Day, 2010) and critique the evidence based around its application
  2. Critically apply knowledge and skills relating to the Family Partnership Model to a range of simulated and authentic situations involving professional-client relationships.
  3. Identify, appraise and exhibit appropriate communication and empathy skills to enable effective and empowering 'helping' relationships with families.
  4. Distinguish particular communication strategies which may apply in communication with: 
  • Children and families
  • Families from Indigenous and CALD backgrounds, and
  • Professional colleagues.

Overview of Learning Activities

In this course you will participate in a series of experiential workshops exploring the Family Partnership Model (Davis and Day, 2010). This will comprise seminars, group discussions, interactive learning and communication skills activities.  The seminar format will be used to give an overview of the specified study area and to direct you to foundational, critical and evidence based practice readings.  These activities will enable you to increase your understanding, skills and confidence in engaging and building relationships with parents and families. Recommended readings and some observational activities will be provided to enhance your learning.

36 teacher directed hours, 72 independent learning hours

Overview of Learning Resources

The learning resources associated with this course will include targeted readings taken from a range of both primary and secondary sources. Seminar material will be delivered by face to face workshops. These will emphasise practical learning activities, including simulations. The workshops will be supplemented by class discussions, group work, and online resources.

Overview of Assessment

All hurdle requirements for this course are indicated clearly in the assessment regime that follows, against the relevant assessment task(s) and all have been approved by the College Deputy Pro Vice-Chancellor (Learning & Teaching).

A hurdle requirement is necessary in order to demonstrate to the accrediting body that students are competent and are being sufficiently assessed against practice-focussed professional standards throughout the course of their program.

Assessment Tasks:

Assessment Task 1: Annotated Bibliography

Weighting 30%

This assessment task supports CLO 1

Assessment Task 2: Reflection on Parent Interview  

Weighting 20%

This assessment task supports CLOs 3 & 4  

Assessment Task 3: Reflective Journal

Weighting 50%

This assessment task supports CLOs  2, 3, & 4  

Assessment Task 4: Attendance requirement (HURDLE)

Weighting 0%

This assessment task supports CLO 2 

Students must attend minimum of 80% of the Family Partnership clinical workshop sessions to enable skill development and Family Partnership Certification.

Alternatives for student who do not meet the attendance requirement:

The following assessment is a substitute assessment where a student is unable to attend the minimum four (4) or more days of the 5 day FPM workshop. This replaces the journal reflective activity.

Prepare a discussion paper on at least 4 key components of the Family Partnership Model. 

Weighting 0%

This assessment task supports CLO 2