Overview
Health managers are challenged to ensure access and equity across all sectors of health care services. This unit introduces you to the ethics and law underpinning these important health care concerns. Policies and strategies are examined for groups who may experience difficulties with access and equity in health care. You will have the opportunity to identify strategies in an organisational setting that may improve health outcomes for a specific group. The impact of access on workforce planning will also be examined together with issues relating to equity and human resource management.
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).
Residential Schools
This unit has a Optional Residential School for distance mode students and the details are:
Click here to see your Residential School Timetable.
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 Forum discussions
Students felt it was useful to discuss challenges of access and equity in health services with peers.
Continue to encourage peer discussion in the forums to reflect on current practice.
Feedback from Emails and calls at time of portfolio submission.
Some frustration from students on saving the Mahara to file and submitting to turn-it-in.
Explore alternatives to Mahara portfolio and incorporate to unit 2020.
- Examine the ethical principles underpinning access and equity with a focus on how these are reflected in Australian law and policy
- Analyse social determinants that may impact on access and equity in health care
- Explore barriers and enablers related to access and equity in health care for specific population groups
- Evaluate current policy, strategies, innovations and interventions to address access and equity issues in health care
- Analyse the impact of access in work-force planning, equity in human resource management and strategies to address the issues identified.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Portfolio - 60% | |||||
| 2 - Written Assessment - 40% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 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 - Portfolio - 60% | ||||||||
| 2 - Written Assessment - 40% | ||||||||
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.
j.mulvogue@cqu.edu.au
Module/Topic
Defining equity and economic influences in health care systems
Chapter
Events and Submissions/Topic
Module/Topic
Defining access in health care systems
Chapter
Events and Submissions/Topic
Module/Topic
Examining ethical principles underpinning access and equity
Chapter
Events and Submissions/Topic
Module/Topic
Theoretic approaches and conceptualising inequity
Chapter
Events and Submissions/Topic
Module/Topic
Analysing economic distribution and its role in health care outcomes
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Analysing social determinants, geographical and demographic factors influencing equity and access
Chapter
Events and Submissions/Topic
Module/Topic
Exploring global themes in access and equity
Chapter
Events and Submissions/Topic
Module/Topic
Exploring international reform in access and equity
Chapter
Events and Submissions/Topic
Module/Topic
Analysing the influence of the national agenda reform
Chapter
Events and Submissions/Topic
Module/Topic
Exploring barriers and enablers of access and equity for specific population groups
Chapter
Events and Submissions/Topic
23rd September 2019. Written Assessment due
Written Assessment Due: Week 10 Monday (23 Sept 2019) 11:45 am AEST
Module/Topic
Analysing equity in human resource management
Chapter
Events and Submissions/Topic
Module/Topic
Workplace planning for a more equitable and accessible workforce
Chapter
Events and Submissions/Topic
10th October 2019. Portfolio due.
Portfolio Due: Week 12 Thursday (10 Oct 2019) 11:45 am AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Portfolio
Managing Access and Equity in
Health Care Settings. HHSM20002.
The portfolio tasks relate to unit
learning outcomes 1, 2, 3, 4 & 5. These are listed below:
- Examine
the ethical principles underpinning access and equity with a focus on how these
are reflected in Australian law and policy
- Analyse
social determinants that may impact on access and equity in health care
- Explore
barriers and enablers related to access and equity in health care for specific
population groups
- Evaluate
current policy, strategies, innovations and interventions to address access and
equity issues in health care
- Analyse
the impact of access in work-force planning, equity in human resource
management and strategies to address the issues identified
Weighting 60%
Word count 500 works each week
(+/- 10%)
The word count is considered from
the first word of the introduction to the last word of the conclusion. It
excludes the cover page, abstract, contents page and reference list. It
includes in-text references and direct quotations.
You are required to use American
Psychological Association (APA) abridged guide term 1, 2019 referencing.
Due date 10th October
2019
Portfolio tasks
The portfolio requires you to
answer questions, complete tasks and activities. You will see portfolio tasks
introduced through the Moodle pages. A summary of tasks is listed at the end of
each week, after the recommended reading section.
Week 12 Thursday (10 Oct 2019) 11:45 am AEST
Submit through Moodle using the assignment tab
Review/Exam Week Monday (14 Oct 2019)
Students will be notified by email when assignment is marked
Marking Rubric. Term 2, 2019. Australian
Health Care Structures. HHSM20002.
|
High Distinction 85-100% |
Distinction 75-84% |
Credit 65-74% |
Pass 50-64% |
Fail Below 50% |
|
|
Structure |
|
|
|
|
|
|
Presentation 15% |
|
|
|
|
|
|
Very well
presented. No spelling or grammatical errors. Very well proof read. Written
in clear and cohesive style. |
Very well
presented. Minimal spelling and grammatical errors (1-4). Well proof read.
Written in 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 was evidence of lack of attention to
presentation. |
Many errors in
presentation. |
/15 |
|
Referencing 5% |
|
|
|
|
|
|
Consistently
integrates appropriate references to support and reflect ideas, factual
information and quotations. |
Generally
integrates appropriate references to support and reflect ideas, factual
information and quotations with one or two exceptions. |
Partly
integrates appropriate references to support and reflect ideas, factual
information and quotations, with 3 or 4 exceptions. |
Occasionally
integrates appropriate references to support and reflect ideas, factual
information and quotations, with 5 or 6 exceptions. |
Fails to or
infrequent attempts (>7 errors) to integrate appropriate references to
support and reflect ideas, factual information and quotations. 0-1 |
/5 |
|
Accurate APA
referencing. No errors. |
Accurate APA
referencing. One error. |
Accurate APA
referencing. Two errors. |
Accurate APA
referencing. Three errors. |
More than
three errors. |
|
|
Content 20% |
|
|
|
|
|
|
Each portfolio
task is completed. |
Portfolio
tasks are completed with one or two exceptions. |
Portfolio
tasks as completed with three or four exceptions. |
At least five
portfolio tasks are not completed. |
Portfolio
tasks are not completed. |
/20 |
|
Analysis 60% |
|
|
|
|
|
|
Responses are
very well thought through, are easy to read/understand and coherent. Analysis
is apparent and responses demonstrate clear justification and discussion is
very clear. |
Responses are
well thought through, are easy to read/understand and coherent. Analysis is
apparent and responses mostly demonstrate justification and discussion is
clear. |
Responses are
some what well thought through, and are easy to read/understand. Analysis is
somewhat apparent, and responses somewhat demonstrate justification and
discussion is somewhat clear. |
The response
is not well described and/or not well thought through. There is relevant
content missing. |
The response
is not described, or the answer is not appropriate. |
/60 |
|
TOTAL |
|
|
|
|
/100 |
Comments
- Examine the ethical principles underpinning access and equity with a focus on how these are reflected in Australian law and policy
- Analyse social determinants that may impact on access and equity in health care
- Explore barriers and enablers related to access and equity in health care for specific population groups
- Evaluate current policy, strategies, innovations and interventions to address access and equity issues in health care
- Analyse the impact of access in work-force planning, equity in human resource management and strategies to address the issues identified.
- Knowledge
- Communication
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
2 Written Assessment
Managing Access and Equity in Health Care Settings. HHSM20002.
Written
Assessment
The written assignment relates to unit learning outcomes 1, 2,
3, 4 and 5. These include:
- Examine
the ethical principles underpinning access and equity with a focus on how
these are reflected in Australian law and policy
- Analyse
social determinants that may impact on access and equity in health care
- Explore
barriers and enablers related to access and equity in health care for
specific population groups
- Evaluate
current policy, strategies, innovations and interventions to address
access and equity issues in health care
- Analyse
the impact of access in work-force planning, equity in human resource
management and strategies to address the issues identified.
Weighting: This assignment is
weighted at 40% of your overall mark
Word limit: 2500 words (+/-
10%).
Format: Essay.
Due date: 23rd September
2019
You are required to reference
relevant literature
Read the marking rubric prior
to writing your assignment
The word count is considered
from the first word of the introduction to the last word of the conclusion. It
excludes the cover page, abstract, contents page and reference list. It
includes in-text references and direct quotations
You are required to use American Psychological Association referencing abridged guide term 1, 2019
Task
In Australia, it is
evident that some population groups have poorer health outcomes than others.
The reason for this is complex and multifaceted. Some of these factors are
related to access and equity.
In this assignment,
you are required to consider the access and equity issues related to
Australians from non-English speaking countries.
You are required to:
· Analyse how
social determinants (e.g. the conditions in which people are born, grow, live,
work and age) may impact on access and equity for this population in the sector
you work in
· Evaluate
current policy, strategies, innovations and interventions to address access and
health care for this population group.
You are required to
provide evidence from the literature to support your argument.
Week 10 Monday (23 Sept 2019) 11:45 am AEST
Submit to Moodle using the assignment tab
Week 11 Monday (30 Sept 2019)
Students will be notified by email when the assignment is marked
Marking Guide. HHSM20002. Managing Access and Equity in Health
Care Settings.
Written Assessment. Semester 2, 2019.
|
High Distinction 85-100% |
Distinction 75-84% |
Credit 65-74% |
Pass 50-64% |
Fail Below 50% |
|
|
Structure 25% |
|||||
|
Introduction 5% |
|||||
|
Highly appropriate and relevant
to content. Provides very clear sense of what follows. |
Very appropriate and relevant to
content. Provides clear sense of what follows. |
Somewhat appropriate and relevant
to content. Provides sense of what follows. |
At times appropriate and relevant
to content. Provides some sense of what follows. |
Not evident and/or not
appropriate. |
/5 |
|
Conclusion 5% |
|||||
|
Provides strong sense of closure
and highly appropriate. |
Provides sound sense of closure
and appropriate. |
Somewhat provides a sense of
closure and largely appropriate. |
At times provides a sense of
closure and somewhat appropriate. |
No recognizable conclusion or
conclusion is inappropriate. |
/5 |
|
Presentation 15% |
|||||
|
Excellent presentation. No
spelling or grammatical errors. Well proof read. Written in clear and
cohesive style. |
Very well presented. Minimal
spelling and grammatical errors (1-2). Well proof read. Written in clear and
easy to read style. |
Well presented. Some spelling and
grammatical errors (3-4). Written in an easy to read style. |
There may be one or more areas
where there was evidence of lack of attention to presentation. There are
spelling or grammatical errors (5-6). |
Many errors in presentation.
Errors in spelling and grammar (more than 7 errors). |
/15 |
|
Referencing 5% |
|||||
|
Consistently integrates
appropriate references to support and reflect all ideas, factual information
and quotations. |
Generally integrates appropriate
references to support and reflect ideas, factual information and quotations
with one or two exceptions. |
Partly integrates appropriate
references to support and reflect ideas, factual information and quotations,
with 3 or 4 exceptions. |
Occasionally integrates
appropriate references to support and reflect ideas, factual information and
quotations, with 5 or 6 exceptions. |
Fails to or infrequent attempts
(>7 errors) to integrate appropriate references to support and reflect
ideas, factual information and quotations. |
/5 |
|
Accurate APA referencing. No
errors. |
Accurate APA referencing. One
error. |
Accurate APA referencing. Two
errors. |
Accurate APA referencing. Three
errors. |
More than three errors. |
|
|
Analysis 35% |
|||||
|
The analysis of the social
determinants is described very clearly. The content is relevant and logical.
There is very clear analysis of the topic discussed. |
The analysis is described
clearly. The content is relevant and logical. There is some analysis of the
topic discussed. |
The analysis is described
although not well articulated. |
The analysis is descriptive in
nature and somewhat lacks clarity. |
There is no or little analysis.
Content is not relevant and/or not logical. |
/35 |
|
Justification 35% |
|||||
|
There is a very high level of
justification of currently policy issues and of strategy to address access
and equity relating to the population group |
There is a clear justification of
currently policy issues and of strategy to address access and equity relating
to the population group |
There is some confusion with
content relevance and logic. There is minimal justification in the areas addressed. |
The information is occasionally
justified. |
There is no or little
justification. |
/35 |
Comments
- Examine the ethical principles underpinning access and equity with a focus on how these are reflected in Australian law and policy
- Analyse social determinants that may impact on access and equity in health care
- Explore barriers and enablers related to access and equity in health care for specific population groups
- Evaluate current policy, strategies, innovations and interventions to address access and equity issues in health care
- Analyse the impact of access in work-force planning, equity in human resource management and strategies to address the issues identified.
- 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?
