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 - 2018
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 unit evaluation
Include tick boxes for activity completion on Moodle to help show what material has already been viewed.
Tick boxes to show activity completion on the Moodle site will be added.
Feedback from Student unit evaluation
More content information to assist in completion of the final written assessment
Additional readings will be provided via the Moodle site to support learning of key concepts relevant to the final assessment task.
- Explain social determinants of health from an individual scale
- Explain social determinants of health across 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 | 6 | |
1 - Written Assessment - 10% | ||||||
2 - Group Work - 10% | ||||||
3 - Group Work - 30% | ||||||
4 - Written Assessment - 50% |
Alignment of Graduate Attributes to Learning Outcomes
Graduate Attributes | Learning Outcomes | |||||
---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | |
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 - 30% | ||||||||||
4 - Written Assessment - 50% |
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
Additional Textbook Information
Social determinants of health: a comparative approach This textbook is also available as a free eBook via CQUniversity Library (note only three users can access the text at one time)
The paper version can be purchased at the CQUniversity Bookshop here: http://lbookshop.cqu.edu.au (search via the Unit code)
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- ZOOM
All submissions for this unit must use the referencing style: Harvard (author-date)
For further information, see the Assessment Tasks.
l.bricknell@cqu.edu.au
Module/Topic
Learning histories
Chapter
Events and Submissions/Topic
Module/Topic
Social determinants of health
Chapter
Chapter 1, pp 1-14
Events and Submissions/Topic
Module/Topic
Changing our perspectives of health
Chapter
Chapter 1, pp 15-41
Events and Submissions/Topic
Module/Topic
Early childhood experiences
Chapter
Chapter 4, pp 96-115
Events and Submissions/Topic
Module/Topic
Mid-term break
Chapter
Events and Submissions/Topic
Module/Topic
Education
Chapter
Chapter 4, pp 115-123
Events and Submissions/Topic
Module/Topic
Gender
Chapter
Chapter 7, pp 161-179
Events and Submissions/Topic
Module/Topic
Culture & ethnicity
Chapter
Chapter 6, pp 145-159
Events and Submissions/Topic
Module/Topic
Socioeconomic status
Chapter
Chapter 3, pp 65-95
Chapter 8, pp 180-200
Events and Submissions/Topic
Module/Topic
Social gradient of health
Chapter
Events and Submissions/Topic
Module/Topic
Protective factors
Chapter
Chapter 5, pp 125-143
Events and Submissions/Topic
Module/Topic
Build environment
Chapter
Chapter 9, pp 201-215
Events and Submissions/Topic
Module/Topic
No topic/readings this week
Chapter
Events and Submissions/Topic
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. Week 1 study guide will give you some tips on this assignment.
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 (19 Nov 2018) 11:45 pm AEST
Week 4 Monday (26 Nov 2018)
This is a Pass/Fail assessment based on completion of the task. You need to submit by the due date because this assessment forms the group work and Assessment 2.
- Explain social determinants of health from an individual scale
- 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; GROUPS of 3-4 students) you need to analyse the reflective papers (assessment item 1) of each member of your group and draw out common pattern ideas, using the template provided in Moodle (shown below). A sample completed template is located on the course Moodle site in the block called "Resources".
Grading: 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 (Fail). Each group member will receive a copy of the marked assignment as well as the grade.Week 5 Monday (10 Dec 2018) 11:45 pm AEST
Vacation Week Monday (3 Dec 2018)
You will receive a Pass/Fail based on completion of the analysis.
- Explain social determinants of health from an individual scale
- 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 is available via the 'resources' block on the Moodle site. Your group submission will be the workbook itself.
Peer assessment - 10% of your marks for this assessment (3 marks) is allocated to 'peer assessment of contributions' so it is in each student's interest to participate and contribute satisfactorily. You will each submit your own completed 'peer assessment table' with your score for each team member. A copy of this score table is located in the 'resources' block on the Moodle site. You will need to submit this when your chosen group member submits your group assignment. Your grade from this assessment will be calculated from your group score plus your peer assessment score. A copy of this marking criteria is located in the 'resources' block on the Moodle site.
Return of assessments: Each group member will receive a copy of the marked workbook and grade which will include peer assessment.
Submissions: Online. One group member will submit the completed workbook on behalf of the group. Please ensure each group member's name and student number are included on the cover sheet. Peer assessment: Every member from the group will submit their own completed 'peer assessment table'. This must be submitted the same day as when the chosen group member submits the group workbook. This can be submitted via 'Assessment 3' on Moodle.
Week 9 Monday (14 Jan 2019) 11:45 pm AEST
Week 11 Monday (28 Jan 2019)
A detailed marking rubric is available on the course Moodle site. You will be assessed according to: 1) consistency of meaning across sections; 2) level of exploration of meaning with common pattern ideas; 3) appropriateness of identified journal articles; 4) level of explanation of group experiences from a theoretical perspective; 5) peer contribution score.
- Explain social determinants of health across 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. Have a look at "week 10 - protective factors" from the course, this will give you some ideas how to approach this final assessment.
In your submission include the character name and week of study guide on your cover note eg. "Jimmy, week 4". In the 'resources' block on Moodle you will find a basic essay plan outline as well as a sample essay to help guide you on how to write an essay. You will also find a copy of the marking criteria in the 'resources' block.
Exam Week Monday (11 Feb 2019) 11:45 pm AEST
Exam Week Friday (15 Feb 2019)
Results of the final assessment will be released with the release of grades for Term 3
A detailed marking rubric is available on the course Moodle site. You will be assessed according to: 1) structure of the essay; 2) level of exploration of community connectedness/identity and health; 3) consistency in argument; 4) support provided to argument from relevant literature; 5) acknowledgement of sources of information and referencing accuracy.
- Explain social determinants of health across 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.
- 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.