In Progress
Please note that this Unit Profile is still in progress. The content below is subject to change.Overview
In this unit you will be introduced to primary health care as a philosophy, organising framework and way of working with people and communities. You will gain an understanding of the role of the primary health care nurse working in the community. You will examine the role of primary health care in the Australian health care system and be introduced to social determinants of health. The impact of social determinants and health literacy on health outcomes will be investigated. You will have the opportunity to explain the significance of immunisation for the community and your responsibility as a nursing student in relation to immunisation.
Details
Pre-requisites or Co-requisites
Must be enrolled in CL91 Bachelor of Nursing
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 - 2023
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 - SUTE
Great energy! Could be a little more concise in assignment briefing video sessions.
Unit coordinators will provide further opportunities to students whether the unit coordinators answered questions asked. This approach can be in the form of check-back with the students to ensure clarity of the answers.
Feedback from Student evaluation - SUTE
I liked that the Zoom sessions were recorded because unfortunately these last 18 months were hectic and stressful, and I could view the sessions in my own time. I found the Zoom sessions were great for my learning and understanding.
The unit coordinator will continue to record Zoom sessions for the weekly lectures and online tutorials.
Feedback from Student evaluation - SUTE
Feedback was hard to comprehend and at times confusing.
Unit coordinators will work closely with markers to ensure consistency of feedback and marks. One way to achieve this strategy is to use expert moderation. The unit coordinators would conduct at least one moderation meeting with all markers and provide extra support to all new markers. In these meetings, the unit coordinators would share good representative examples of student work with clear expectations using the assessment task requirements, marking criteria and other related marking guidelines.
Feedback from Student evaluation - SUTE
Add [sic] was very polite respectful and approachable. The unit was very well structured and planned all the lecturers you did were very relevant and the videos you did to prepare us for our assessment pieces answered all our questions. Thank you very much for a great unit and I hope to encounter you as a unit coordinator/lecturer again.
The structure of the unit contents will remain, and unit coordinators will continue to support all students in their learning journeys.
Feedback from Student evaluation - SUTE
Thank you Ade, I really enjoyed your teaching style, your passion and belief in the nursing profession and the difference we as nurses can make. It made a difference to me. Your calm and factual manner inspired me and spoke volumes to me. Your knowledge and manner of explaining circumstances and flow on [sic] effects was [sic] so clear for me. The important, influential role we as nurses can and will have in the community was so well communicated. Thank you Ade, you have been an additional inspiration to me, to be the best nurse I can be.
The unit coordinator will encourage students to be the best students they can be despite some challenging situations.
Feedback from Student evaluation - SUTE
Ade in [sic] by far my favourite teacher at CQU. Ade is supportive and very knowledgeable [sic] and presents the course content extremely well in an engaging manner. I hope that I have Ade for future units in my nursing degree. Thank you Ade!
Unit coordinators and lecturers will continue to deliver unit content in a supportive and engaging manner throughout all future iterations.
- Explain the role of the World Health Organisation (WHO) and its influence on primary health care in Australia
- Discuss the relationship between health inequities, health literacy, and health outcomes
- Examine the relationship between social determinants of health and health outcomes
- Explain the importance of immunisation in communities and the role of health care professionals in vaccination programs
- Outline the role of the primary health care nurse within a community.
Content in this unit incorporates a number of professional nursing requirements
Nursing and Midwifery Board of Australia Registered Nurse Standards for Practice
Thinks critically and analyses nursing practice
Engages in therapeutic and professional relationships
Maintains the capability for practice
Evaluates outcomes to inform nursing practice
Nursing and Midwifery Board of Australia Nursing Code of Conduct
Legal compliance
Person-centred practice
Cultural practice and respectful relationships
Professional behaviour
Teaching, supervising and assessing
Research in health
Health and wellbeing
International Council of Nursing Code of Ethics for Nursing
Nurses and People
Nurses and Practice
Nurses and the Profession
Nurses and co-workers
National Safety and Quality Health Service Standards
Partnering with consumers
Preventing and Controlling healthcare-associated infection
Comprehensive care
Communicating for safety
Patient Safety Competency Framework
Person-centred care
Therapeutic communication
Cultural competence
Teamwork and collaborative practice
Clinical reasoning
Evidence-based practice
Preventing, minimising and responding to adverse events
Infection prevention and control
Medication safety
Aged Care Quality Standards
Consumer dignity and choice
Ongoing assessment and planning with consumers
Personal care and clinical care
Services and supports for daily living
Organisation’s service environmentAlignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment - 30% | |||||
| 2 - Case Study - 40% | |||||
| 3 - Online Quiz(zes) - 30% | |||||
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 | |||||
Textbooks
An introduction to Community and Primary Health Care
Edition: 3rd
Authors: Diana Guzys, Rhonda Brown, Elizabeth Halcomb & Dean Whitehead
Cambridge University Press
South Melbourne South Melbourne , Victoria , Australia
ISBN: 9781108869966
Binding: eBook
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)