Overview
On successful completion of this unit you will have an appreciation of social determinants on your own and others' health outcomes. You will understand how culture, ethnicity, gender, socioeconomic status and education play out to influence health at individual, community and societal levels. You will explore the impacts of racism, sexism, poverty and inequality on social gradients and the short and long term effects on health. You will also explore the social protective factors of community connectedness and identity. Finally, you will have the opportunity to refine your academic searching and writing skills through the literacy and information literacy resources provided in this unit.
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 1 - 2017
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 Undergraduate 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 Student evaluation
I like that first assignment about determinants of health I found it very interesting working with group member then writing a paper based on our experiences. I also think wendy was very good at explaining the assignments and gave amazing resources for preparing assignments. I have used her reading matrix template for other subjects :) The involvement of group work, especially for flex students was a great aspect of this course
The personal reflection and group work activities and assessments will be retained. Narratives of people experiencing various determinants of health will be introduced to further help students see relevance of content from personal perspective.
Group assessment tasks were maintained in Term1 2017. Narratives were introduced in Term 1 2017.
Feedback from Student evaluation
This course, although not containing a lot of course content, only 4 modules I found to be difficult. The online collaborative sessions where assessment is explained and any questions answered was only offered one night a week. If students are unable to attend due to work commitments I feel it is a huge disadvantage. Collaborative sessions are recorded to playback, I used information provided to help me complete assessments however, I think I completely missed understood. I feel more explanation is needed for assesement tasks.
Modularisation of content will cease and the course will revert to a weekly structure. I will continue to search for solutions to make tutorials more available.
The four module design was changed to weekly content/topics in Term 1 2017.
- Explain social determinants of health across individual, community and national/global scales.
- Relate social determinants of health to community connectedness and identity.
- Demonstrate appropriate referencing in academic writing
- Develop an appropriate argument in an academic essay
- Locate and evaluate relevant information using library tools
Not applicable.
Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks | Learning Outcomes | ||||
---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | |
1 - Written Assessment - 10% | |||||
2 - Group Work - 10% | |||||
3 - Group Work - 40% | |||||
4 - Written Assessment - 40% |
Alignment of Graduate Attributes to Learning Outcomes
Graduate Attributes | Learning Outcomes | ||||
---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | |
1 - Communication | |||||
2 - Problem Solving | |||||
3 - Critical Thinking | |||||
4 - Information Literacy | |||||
5 - Team Work | |||||
6 - Information Technology Competence | |||||
7 - Cross Cultural Competence | |||||
8 - Ethical practice | |||||
9 - Social Innovation | |||||
10 - 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 | 9 | 10 | |
1 - Written Assessment - 10% | ||||||||||
2 - Group Work - 10% | ||||||||||
3 - Group Work - 40% | ||||||||||
4 - Written Assessment - 40% |
Textbooks
Social determinants of health: a comparative approach
(2015)
Authors: Davidson, A
Oxford University Press
Ontario Ontario , Canada
ISBN: 978-0-19-900540-6
Binding: Paperback
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Zoom web conferencing
All submissions for this unit must use the referencing style: Harvard (author-date)
For further information, see the Assessment Tasks.
a.oorloff@cqu.edu.au
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Chapter 1, pp 1-14
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Mid-term break
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Chapter 8, pp 180-200
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1 Written Assessment
Reflect on the following questions and write a reflective paper of 750 words on how these issues have impacted on you and your family. You do not need to worry about following a particular format for your reflective paper, but please ensure you have clear sentences and paragraphs so others can understand your meaning.
Questions to reflect on:
- How has the level of my family's income influenced my health?
- How did my early childhood experiences influence my health?
- How has my education influenced my health?
- How has my gender influenced my health?Have I ever experienced discrimination because of my gender?
- Have I ever experienced bullying or discrimination because of my sexual orientation?
- How has my ethnic background influenced my health? Have I ever experienced racism? Has my cultural background influenced my health or the way I think about health?
Week 3 Monday (20 Mar 2017) 11:45 pm AEST
Week 3 Friday (24 Mar 2017)
This is a Pass/Fail assessment based on submitting or not. You need to submit by the due date because this assessment forms the group work and Assessment 2.
- Explain social determinants of health across individual, community and national/global scales.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
2 Group Work
In your groups (you will be assigned a group in week 3 or early week 4) you will need to analyse the reflective papers of your group and draw out themes, using the template provided in Moodle. Only one member of the group will be required to submit this assessment on behalf of the entire group. All members of the group will receive the same grade (Pass), except if a member has not contributed a reflective paper or contributed to the analysis.
Week 5 Monday (3 Apr 2017) 11:45 pm AEST
Only one student from each group needs to submit on behalf of all members of the group
Week 6 Friday (21 Apr 2017)
Each student will receive a copy of their marked assignment and grade
You will receive a Pass/Fail based on contributing to the analysis.
- Explain social determinants of health across individual, community and national/global scales.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
3 Group Work
In your group you will complete a workbook that relates to the literature and your own experiences around the social determinants of health. You will choose three factors to focus on in your assignment. This workbook will be available via the course Moodle site. Your group submission will be the workbook itself.
Peer assessment - A proportion of your mark (10%) for this assessment is allocated to 'peer assessment of contributions' so it is in each student's interest to participate and contribute satisfactorily. You will submit your own assessment of each group member's contribution separately. This will be a rating scale around 'cooperation', 'contribution', and 'participation'.
Week 9 Monday (8 May 2017) 11:45 pm AEST
Only one student from each group needs to submit on behalf of all members of the group
Week 11 Tuesday (23 May 2017)
Each student will receive a copy of their marked assignment and grade
A detailed marking rubric is available on the course Moodle site.
- Explain social determinants of health across individual, community and national/global scales.
- Demonstrate appropriate referencing in academic writing
- Locate and evaluate relevant information using library tools
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
4 Written Assessment
Using one of the narratives provided in the Study Guides (weeks 4 - 9), write an essay of 1,500-2,000 words that explains how community connectedness and/or identity could be protective factors for health for the main character.
Review/Exam Week Monday (5 June 2017) 11:45 pm AEST
Results of the final assessment will be released with the release of grades for Term 1
A detailed marking rubric is available on the course Moodle site.
- Relate social determinants of health to community connectedness and identity.
- Demonstrate appropriate referencing in academic writing
- Develop an appropriate argument in an academic essay
- Locate and evaluate relevant information using library tools
- Communication
- Problem Solving
- Critical Thinking
- Team Work
- Information Technology Competence
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.