Overview
In this unit you will explore the impacts of healthy ageing directly related to living in remote and/or rural areas. You will examine current health policies and determine their applicability for meeting the needs of the people living in rural and remote areas to healthy ageing.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2019
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Course Reference Committee , Head of Course and Unit Coordinators.
Student enrolments over the three years this course (and unit) have been active demonstrate a need to promote and market it more strongly.
Consideration will be given to this, particularly in regards to the new undergraduate Healthy Ageing units that are being developed as part of the Bachelor of Social Work (Honours).
- Explain the determinants that lead to negative health outcomes for people living in rural and remote areas
- Evaluate the efficacy of current government strategies that address the healthy ageing needs of people living in rural and remote areas
- Determine the impact of unique factors associated with ageing in rural and remote populations
- Evaluate community and health services and their applicability to meet the healthy ageing needs of rural and remote populations.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 50% | ||||
| 2 - Written Assessment - 50% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Knowledge | ||||
| 2 - Communication | ||||
| 3 - Cognitive, technical and creative skills | ||||
| 4 - Research | ||||
| 5 - Self-management | ||||
| 6 - Ethical and Professional Responsibility | ||||
| 7 - Leadership | ||||
| 8 - Aboriginal and Torres Strait Islander Cultures | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||
|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
| 1 - Written Assessment - 50% | ||||||||
| 2 - Written Assessment - 50% | ||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
a.holt2@cqu.edu.au
Module/Topic
Overview of ageing in rural and remote communities
Chapter
Events and Submissions/Topic
Refer to Moodle site
Module/Topic
Module 1 - Determinants of health unique to ageing in rural and remote communities
Chapter
Events and Submissions/Topic
Refer to Moodle site
Module/Topic
Module 1 - Determinants of health unique to ageing in rural and remote communities
Chapter
Events and Submissions/Topic
Refer to Moodle site
Module/Topic
Module 2 - Key differences in ageing in rural and remote areas
Chapter
Events and Submissions/Topic
Refer to Moodle Site
Module/Topic
Module 2 - Key differences in ageing in rural and remote areas
Chapter
Events and Submissions/Topic
Refer to Moodle site
Module/Topic
Enjoy your study free week!
Chapter
Events and Submissions/Topic
Module/Topic
Module 3 - Government policy and strategies in ageing in rural and remote communities
Chapter
Events and Submissions/Topic
Refer to Moodle site
Assessment 1 due this week!
Friday 30 August 2019 5.00pm (AEST)
Essay - Assessing the unique factors associated with ageing in rural and remote communities Due: Week 6 Friday (30 Aug 2019) 11:45 pm AEST
Module/Topic
Module 3 - Government policy and strategies in ageing in rural and remote communities
Chapter
Events and Submissions/Topic
Refer to Moodle site
Module/Topic
Module 4 - Capacity building in rural and remote health workforce in the context of ageing
Chapter
Events and Submissions/Topic
Refer to Moodle site
Module/Topic
Module 4 - Capacity building in rural and remote health workforce in the context of ageing
Chapter
Events and Submissions/Topic
Refer to Moodle site
Module/Topic
Module 5 - Critical appraisal of current government policy and strategies in rural and remote ageing
Chapter
Events and Submissions/Topic
Refer to Moodle site
Module/Topic
Module 5 - Critical appraisal of current government policy and strategies in rural and remote ageing
Chapter
Events and Submissions/Topic
Refer to Moodle site
Module/Topic
Revision and Consolidation
Chapter
Events and Submissions/Topic
Refer to Moodle site
Assessment due this week!
Friday 11 October 2019 5:00pm (AEST)
Australia’s population is ageing rapidly, with rural and remote areas being more widely affected by the consequences of this. Is the health workforce prepared for this? Due: Week 12 Friday (11 Oct 2019) 5:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Objectives:
· Examine the current trends/patterns in ageing and health in rural and/or remote areas and compare how these differ from urban areas.
· Distinguish the impact of the above on providing health care/services and/or programs that support healthy ageing within remote/rural areas
Learning Outcomes addressed: (1) & (2) & (3)
Task & Assessment Structure:
· Read: Review the two articles provided on the Moodle site. The articles introduce in a very 'broad sense' some of the current issues of ageing in rural and/or remote areas that will provide insight into the differences between ageing in rural and remote communities and urban/metropolitan setting.
· Select and provide a rationale for one health issue/topic that is specific to older adults who live in rural and/or remote areas along with one of the social determinants of health (SDoH) specific to ageing in rural and/or remote communities. For example, Depression (Health topic) and Social isolation (SDoH)
· Identify barriers to either health service provision or health program activities that relate directly to your selected health issue/topic and how these are impacted by the SDoH you have selected. The prescribed readings will assist you in doing this.
· Find a specific program or service in a rural or remote community that is addressing your chosen health issue/topic. Identify any problems related to this program/service and make recommendations to address these (e.g. geographical distance and transport). Consider and discuss how this differs to what is offered in an urban or metropolitan setting.
Type: Written
Due date: Week 6
Friday 30 August 2019
5:00 pm (AEST)
Weighting: 50%
Length: 1800 words +/- 10% (excluding references)
Week 6 Friday (30 Aug 2019) 11:45 pm AEST
All assignments must be submitted via the Moodle site.
Week 8 Friday (13 Sept 2019)
via Moodle
|
High Distinction 85-100% |
Distinction 75-84% |
Credit 65-74% |
Pass 50-64% |
Fail Below 50% |
|
|
Presentation 5% |
|||||
|
Very well presented. No spelling
or grammatical errors. Well proof read. Written in a clear and cohesive
style. |
Very well presented. Minimal
spelling and grammatical errors. Well proof read. Written in a clear and easy
to read style. |
Well presented. Some spelling and
grammatical errors. Written in an easy to read style. |
There may be one or more areas
where there is little attention to presentation or detail. |
Many presentation errors. |
|
|
Introduction
5% |
|
|
|
|
|
|
Provides
an excellent overview of the topic. Introduction is highly relevant to
content. Provides very clear sense of what follows in terms of the direction
of the paper. |
Provides
a good overview of the topic. Introduction is largely relevant to content.
Provides a clear sense of what follows in terms of the direction of the
paper. |
Provides
a general overview of the topic. Introduction is relevant to content.
Provides a sense of what follows in terms of the direction of the paper. |
Provides
a very basic overview of topic. Introduction is somewhat relevant to content.
Provides some sense of what follows. |
Not
evident and/or not appropriate. |
|
|
Conclusion
5% |
|
|
|
|
|
|
Provides
a logical, concise and persuasive summary linking all key points together
very well. No new information is raised. |
Provides
a logical summary linking key points together with a sense of closure. No new
information is raised. |
Provides
an adequate summary that brings most but not all key points together with
some sense of closure. No new ideas are raised. |
Provides
a very basic summary, fails to link all key points together, with very little
closure and has introduced some new information. |
No
recognisable conclusion or conclusion is inappropriate. |
|
|
Referencing
5% |
|
|
|
|
|
|
Consistently
integrates up-to-date references to support and reflect all ideas, factual
information and quotations. Accurate APA in-text citations and reference list
formatted correctly with no
errors. |
Generally,
integrates up-to-date references to support and reflect ideas, factual
information and quotations, with 1 or 2 exceptions. Accurate APA in-text
citations and reference list formatted correctly with 1 to 2 errors. |
Partly
integrates up-to-date references to support and reflect ideas, factual
information and quotations, with 3 or 4 exceptions. Accurate APA in-text
citations and reference list formatted correctly with 3 to 4 errors. |
Occasionally
integrates up-to-date references to support and reflect ideas, factual
information and quotations, with 5 or 6 exceptions. Accurate APA in-text
citations and reference list formatted correctly with 5 to six errors. |
Fails to or infrequently attempts
(>7 errors) to integrate up-to-date references to support and reflect
ideas, factual information. Inaccurate use of APA for in-text citations and
poorly formatted reference list. |
|
|
Approach and Argument 80% |
|||||
|
Selection of health topic 25% |
|||||
|
Excellent selection of health
topic specific to area of ageing and appropriate selection of SDoH that
impacts the ageing outcomes of older people in rural and/or remote
communities. Discussion is cohesive and succinct and integrates concepts to a
very high level. |
Very good selection of health
topic specific to area of ageing and appropriate selection of SDoH that
impacts the ageing outcomes of older people in rural and/or remote
communities. Discussion is cohesive and succinct, integration of concepts
provided in most cases |
Good selection of health topic
specific to area of ageing and appropriate selection of SDoH that impacts the
ageing outcomes of older people in rural and/or remote communities.
Discussion is clear but needs to integrate concepts better. |
Fair selection of health topic
specific to area of ageing and selection of SDoH that impacts the ageing
outcomes of older people in rural and/or remote communities. Discussion of
concepts provided but no integration or synergy between them. |
Irrelevant (and inappropriate)
selection of health topic specific to area of ageing. Provides little or no understanding of SDoH and
their impact on ageing. |
|
|
Justification
development 25% |
|||||
|
Clear and cohesive argument made
for justification as a priority area in healthy ageing. |
Largely clear and cohesive
argument made for justification as a priority area in healthy ageing.
|
Somewhat clear and cohesive
argument made for justification as a priority area in healthy ageing. |
Little argument made for
justification as a priority area in healthy ageing. |
Minimal or no argument made for justification
as a priority area in healthy ageing. |
|
|
Appraisal of health program/service 30% |
|||||
|
Excellent selection and critical
appraisal of health program/service addressing the health issue/topic. Aligns
completely with topic and SDoH. |
Very good selection and critical
appraisal of health program/service addressing the health issue/topic. Aligns
mostly with topic and SDoH. |
Good selection and critical
appraisal of health program/service addressing the health issue/topic. Aligns
topic and SDoH with program or service but requires more in-depth discussion. |
Fair selection with minimal
appraisal of health program/service addressing the health issue/topic. Does
not align topic, SDoH and health program or service. |
Inappropriate selection and poor
appraisal of health/program service addressing the health issue/topic. |
|
- Explain the determinants that lead to negative health outcomes for people living in rural and remote areas
- Evaluate the efficacy of current government strategies that address the healthy ageing needs of people living in rural and remote areas
- Knowledge
- Communication
- Research
- Self-management
2 Written Assessment
Learning Outcomes addressed: (3) & (4)
Task & Assignment Structure:
· Select an area of health care or service provision that focuses on older people in a rural or remote community.
· Examine the complexities (i.e. consider barriers/obstacles) identified from literature that are specific to your chosen health service for older people in a rural or remote community. Focus specifically on workforce issues associated with remote/rural health service delivery and the provision of health care and the future implications of this.
· Identify a government policy and/or strategy that is in place to address the issues you have identified. Examine the components of this government policy/strategies that support capacity building and competencies in the rural/remote health workforce
· Provide recommendations for your chosen service based on the government policy or strategy for your chosen service, that may counter-balance the barriers/obstacles for providing services to older people who live in a rural/remote community.
Type: Written
Due date: Week 12
Friday 11 October 2019
5:00 pm (AEST)
Weighting: 50%
Length: 2000 words +/- 10% (excluding references)
Week 12 Friday (11 Oct 2019) 5:00 pm AEST
submit via turnitin in Moodle
Exam Week Friday (25 Oct 2019)
via Moodle
|
High Distinction 85-100% |
Distinction 75-84% |
Credit 65-74% |
Pass 50-64% |
Fail Below 50% |
|
|
Presentation 5% |
|||||
|
Very well presented. No spelling
or grammatical errors. Well proof read. Written in a clear and cohesive
style. |
Very well presented. Minimal
spelling and grammatical errors. Well proof read. Written in a clear and easy
to read style. |
Well presented. Some spelling and
grammatical errors. Written in an easy to read style. |
There may be one or more areas
where there is little attention to presentation or detail. |
Many presentation errors. |
|
|
Introduction
5% |
|
|
|
|
|
|
Provides
an excellent overview of the topic. Introduction is highly relevant to
content. Provides very clear sense of what follows in terms of the direction
of the paper. |
Provides
a good overview of the topic. Introduction is largely relevant to content.
Provides a clear sense of what follows in terms of the direction of the
paper. |
Provides
a general overview of the topic. Introduction is relevant to content.
Provides a sense of what follows in terms of the direction of the paper. |
Provides
a very basic overview of topic. Introduction is somewhat relevant to content.
Provides some sense of what follows. |
Not
evident and/or not appropriate. |
|
|
Conclusion
5% |
|
|
|
|
|
|
Provides
a logical, concise and persuasive summary linking all key points together
very well. No new information is raised. |
Provides
a logical summary linking key points together with a sense of closure. No new
information is raised. |
Provides
an adequate summary that brings most but not all key points together with
some sense of closure. No new ideas are raised. |
Provides
a very basic summary, fails to link all key points together, with very little
closure and has introduced some new information. |
No
recognisable conclusion or conclusion is inappropriate. |
|
|
Referencing
5% |
|
|
|
|
|
|
Consistently
integrates up-to-date references to support and reflect all ideas, factual
information and quotations. Accurate APA in-text citations and reference list
formatted correctly with no
errors. |
Generally,
integrates up-to-date references to support and reflect ideas, factual
information and quotations, with 1 or 2 exceptions. Accurate APA in-text
citations and reference list formatted correctly with 1 to 2 errors. |
Partly
integrates up-to-date references to support and reflect ideas, factual
information and quotations, with 3 or 4 exceptions. Accurate APA in-text
citations and reference list formatted correctly with 3 to 4 errors. |
Occasionally
integrates up-to-date references to support and reflect ideas, factual
information and quotations, with 5 or 6 exceptions. Accurate APA in-text
citations and reference list formatted correctly with 5 to six errors. |
Fails to or infrequently attempts
(>7 errors) to integrate up-to-date references to support and reflect
ideas, factual information. Inaccurate use of APA for in-text citations and
poorly formatted reference list. |
|
|
Approach and Argument 80% |
|||||
|
Selection of health care or service in a rural or
remote setting 25% |
|||||
|
Excellent selection of health care
or service specific to area of ageing and has clearly identified workforce
issues experienced by this care or service provider. |
Very good selection of health care
or service specific to area of ageing and has clearly identified workforce issues
experienced by this care or service provider. |
Good selection of health care or
service specific to area of ageing and has identified a workforce issues
experienced by this care or service provider. |
Selection of health care or
service is too broad and not specific to area of ageing, however had identified
workforce issues experienced by this care or service provider. |
Irrelevant selection of health
care or service, provides little or no understanding of workforce issues. |
|
|
Identification
and justification of barriers and enablers 25% |
|||||
|
Identifies appropriate barriers
and enablers with highly developed and articulated justification. |
Identifies appropriate barriers
and enablers with well-developed justification.
|
Identifies appropriate barriers
and enablers with minimal justification. |
Identifies some or only a few barriers
and enablers with limited justification. |
Minimal or no identification of
enablers and barriers. |
|
|
Government policy or strategy and
recommendations 30% |
|||||
|
Excellent selection of government
policy, clearly identifies and discusses recommendations to support workforce
issues identified. |
Very good selection of government
policy, clearly identifies and discusses recommendations to support workforce
issues identified. |
Good selection of government policy
but needs to discuss more clearly how this can be used as a basis for recommendations
to support workforce issues identified. |
Government policy is very broad with
minimal discussion of recommendations to support workforce issues identified. |
Inappropriate or no selection and
poor appraisal of recommendations. |
|
- Determine the impact of unique factors associated with ageing in rural and remote populations
- Evaluate community and health services and their applicability to meet the healthy ageing needs of rural and remote populations.
- Knowledge
- Communication
- Research
- Ethical and Professional Responsibility
- Leadership
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
