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 3 - 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 feedback
Assessment task 3 is weighted too high for a group task (currently 40%). This can be a challenge for students whom are relying on others in their group to work and submit their contributions on time.
Consider changing weighting of Assessment 3 (group task) to 30% and increasing final assessment (individual submission) to 50%.
Feedback from Student feedback
Some student groups did not work well without a designated and accepted 'group leader' who could coordinate tasks and timelines.
It is not an expectation that one student from a group will accept the role of 'team leader' however if student groups agree on this feature then it will be encouraged. Whilst group functioning and team work is discussed early in the term by the unit coordinator this could be approached more formally and include an overview of Bruce Tuckman's (1965) five stages of group development. Students should be advised of the reasons why group tasks are a feature of this unit ie. graduate attribute.
- 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)
All submissions for this unit must use the referencing style: Harvard (author-date)
For further information, see the Assessment Tasks.
w.madsen@cqu.edu.au
Module/Topic
Introduction to unit
Chapter
Study Guide 1
Events and Submissions/Topic
Module/Topic
Social determinants of health - an overview
Chapter
Study Guide 2
Davidson (2015) pp. 1-14.
Events and Submissions/Topic
Module/Topic
Shifting scale: from personal to group perspective
Chapter
Study Guide 3
Davidson (2015) pp. 15-41.
Events and Submissions/Topic
Assessment 1 is due.
Module/Topic
Early childhood as a social determinant of health
Chapter
Study Guide 4
Davidson (2015) pp. 96-115.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Education as a social determinant of health
Chapter
Study Guide 5
Davidson (2015) pp. 115-123.
Events and Submissions/Topic
Assessment 2 is due.
Module/Topic
Gender as a social determinant of health
Chapter
Study Guide 6
Davidson (2015) pp. 161-179.
Events and Submissions/Topic
Module/Topic
Culture and ethnicity as a social determinant of health
Chapter
Study Guide 7
Eckersley (2007) - see link in Study Guide
Davidson (2015) pp. 145-159.
Events and Submissions/Topic
Module/Topic
Socioeconomic status as a social determinant of health
Chapter
Study Guide 8
Davidson (2015) pp. 65-95; 180-200.
Events and Submissions/Topic
Module/Topic
Health effects associated with lower social gradient
Chapter
Study Guide 9
Davidson (2015) pp. 65-95 (NB you should have read this chapter last week, but you will need to refer to it again this week).
Events and Submissions/Topic
Assessment 3 is due.
Module/Topic
Protective social factors to negative effects of determinants of health
Chapter
Study Guide 10
Davidson (2015) pp. 125-143.
Events and Submissions/Topic
Module/Topic
Exploring community connectedness and the built environment
Chapter
Study Guide 11
Davidson (2015) pp. 201-215,
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Assessment 4 is due.
Module/Topic
Chapter
Events and Submissions/Topic
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 or 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 sexism?
- How has my ethnic background influenced my health? How has my cultural background influenced my health or the way I think about health?
- -
-
Week 3 Monday 20/11/2017 at 11.45PM
This assessment is a Pass/Fail assessment. You need to complete the assessment in order to pass. Please note, your paper will be used as part of the group assessment (Assessment 2). Failure to undertake Assessment 1 will inhibit your ability to participate in 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; GROUPS of 3-4 students) you need to
analyse the reflective papers of your group and draw out common pattern ideas,
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 thematic analysis.
Week 5 Monday 11/12/2017 at 11.45PM
This is a Pass/Fail assessment. You will receive a Pass grade provided you have submitted a reflective paper used for the group analysis and have contributed to the analysis of the papers. Failure to submit a reflective paper or to make a contribution to the analysis will result in a Fail grade for this assessment.
- Explain social determinants of health across individual, community and national/global scales.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
3 Group Work
Continuing in your groups from Assessment 2, work through the Workbook provided on Moodle. This Workbook covers the content from weeks 4-8 and requires you to consider the meaning of the topics, find relevant journal articles, and explain the topic from experiential and theoretical perspectives.
Week 9 Monday 15/1/2018 at 11.45PM
You will receive a combination of group and individual marks for this assessment. Your group Workbook will be assessed according to: exploration of the meaning of the topics according to the textbook (15%) and experiences of the group from Assessment 2 (15%); relevance of journal articles (10%); explanation of group experiences from a theoretical perspective (35%).
All student will receive the same mark for the Workbook.
IN ADDITION, you will each receive an individual mark work (up to 25%) related to your contribution to the group work that is judged by other members of the group. This mark will be based on your cooperation, contribution and participation to the group work. The template for peer contributions is available on the Moodle site.
A complete marking criteria is available on the 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 a 2000 word essay that explains how community connectedness
and/or identity could be protective factors for health for the main character.
Review/Exam Week Monday 12/2/2018 at 11.45PM
Your essay will be returned within 2 weeks of the submission date.
The essay will be assessed according to: structure (15%); content related to topic, tightness of argument, and support from relevant sources (75%); and accuracy of referencing (10%).
A comprehensive marking criteria is available on the 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.
What can you do to act with integrity?
