DIPLOMA OF HEALTH CARE

This content is for domestic students. If you are not a domestic student, please switch from domestic to international content.

2026 TUITION FEES: A$29,950

Non-Tuition Fees: Allow approximately A$500 for required vaccinations and nursing kit/uniform.

More details about fees and payment options

This content is for domestic students. If you are not a domestic student, please switch from domestic to international content.

Progression to the Bachelor of Nursing from the Diploma of Health Care is subject to quota restrictions.

If you successfully complete the Diploma of Health Care, and meet the conditions set out below, you will enter the second year of the Bachelor of Nursing at Griffith University (providing you with 80 credit points of exemption towards completion of the 240 credit point degree).

At a minimum, to be considered in the quota selection, you will need to complete the Diploma with a GPA equivalent to Griffith University’s rank requirement for direct entry to the Bachelor of Nursing. Contact Griffith College for GPA to rank equivalencies.

If you are selected for a place in the Bachelor of Nursing, you will be required to commence your degree approximately six weeks prior to the start of the University’s first trimester, to undertake the intensive course 1809NRS Effective Nursing Practices.

• As this involves clinical placement, eligibility for enrolment is dependent on successful completion, within the Diploma, of a set of mandatory requirements such as pre-placement orientation, health and security checks, immunisations, and acquiring additional clothing/ equipment.
• Additional costs will be associated with the above requirements.
• Full details will be provided at orientation.

When you accept a Diploma of Health Care / Bachelor of Nursing package you agree to a specific bachelor commencement date.:

• As you progress through your diploma studies, if for any reason you find that you will not be able to commence your bachelor at the expected time (notwithstanding other eligibility conditions), you must consult with the College, and your progression will be adjusted accordingly.
• Reasons that may result in a change to your original bachelor start date may include: a temporary withdrawal from your diploma; a temporary leave of absence; a reduction in your diploma study load, a requirement to repeat a course/s. This may impact your progression within the allocated quota.

ENGLISH REQUIREMENTS FOR NURSING REGISTRATION

You must meet the English Language standards specified by Nursing and Midwifery Board Australia (NMBA)  registration standards to meet accreditation standards prior to being offered a place in the course. These standards are subject to change by the accrediting body.

Language of instruction (LOI) is only granted if students can demonstrate their English language competency as per the NMBA requirements:

• • English is your primary language, and you have satisfactorily completed at least 6 years of primary and secondary education, taught and assessed in English in one of the recognised countries detailed below (including at least two years between years 7 to 12).
  • Recognised Countries: Australia, New Zealand, South Africa, United States, Canada, Republic of Ireland, United Kingdom. English test results must be no more than two years old.

Swap to the International Students content in this section for English proof requirements if you can not meet the LOI requirements.

1020GCH Academic & Professional Skills Development for Science & Technology

The course offers students a broad introduction to the skills involved in acquiring information and in displaying knowledge to others. It includes the basic knowledge skills required to successfully participate in an undergraduate degree program and to operate effectively in a professional context.

Employers value high-level communication skills among healthcare professionals. This is because all healthcare disciplines and workplace settings have communication practices that require advanced and efficient communication within the setting and between groups and individuals. This foundational course therefore introduces students to theoretical perspectives about communication and develops practical skills in a number of written, oral and organisational communication genres, particularly those relevant to college and university study, and employment as a healthcare professional. The knowledge and skills presented in this course will underpin students’ further work, both in their tertiary studies and in their careers as healthcare professionals. Specifically, this course assists students to develop the writing and speaking skills that underpin interpersonal communication and that are appropriate to and transferable between the college and university and healthcare settings. Students will gain an understanding of the values and norms of academic and professional communication while also developing confidence in their practical ability to communicate orally and in writing.

Professional practice in a range of health disciplines is underpinned and informed by knowledge and understanding of anatomy and physiology. Students investigate key foundational physiological principles, the organisational levels in the body, the structure and function of the normal human body and the relevance of such knowledge to the maintenance of human health. Changes to the body across the lifespan are also explored. Core concepts are taught using an integrated and exploratory approach to facilitate the ability of students to transfer, assimilate and utilise knowledge gained in this course to other courses within their program, and to apply what they have learnt to nursing practice. This course addresses the generic skills of the Griffith Graduate by enhancing the students’ ability to work autonomously and in teams, communicate effectively, and problem solve as well as develop professional responsibility.

Employers value high-level communication skills among healthcare professionals. This is because all healthcare disciplines and workplace settings have communication practices that require advanced and efficient communication within the setting and between groups and individuals. This foundational course therefore introduces students to theoretical perspectives about communication and develops practical skills in a number of written, oral and organisational communication genres, particularly those relevant to college and university study, and employment as a healthcare professional. The knowledge and skills presented in this course will underpin students’ further work, both in their tertiary studies and in their careers as healthcare professionals. Specifically, this course assists students to develop the writing and speaking skills that underpin interpersonal communication and that are appropriate to and transferable between the college and university and healthcare settings. Students will gain an understanding of the values and norms of academic and professional communication while also developing confidence in their practical ability to communicate orally and in writing.

This course introduces students to human development and the concept of psychosocial changes across the lifespan. Students will gain an understanding of psychosocial development through childhood into adulthood and this will provide a conceptual foundation for clinical practice.

This course develops foundational pharmacology knowledge including the uses, effects, and actions of medications. Students will learn about the responsibilities of the Registered Nurse so they may apply their knowledge and implement safe medication administration practices in clinical practice.

This course further develops students’ knowledge of the structure and function of the normal human body, including homeostasis in the maintenance of metabolism, normal body temperature, and fluid and electrolyte balance. Students will apply this knowledge in nursing practice.

This course develops nursing students’ knowledge and clinical psychomotor skills to enable them to perform comprehensive and focused health assessments of individuals. The emphasis is on integrating knowledge with the practice of health assessment to equip students for nursing practice.