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 SUTE data 2022, T2
Maybe get onto the assignment instructions and tutorials earlier as they are very time consuming especially with other essay writing for other units
Unit coordinators will provide all assignment information in a timely manner to enable students sufficient time to plan and prepare.
Feedback from SUTE data 2022, T2
I hope that it can be ensured that marker's write more appropriate comments on a student's paper and what a student did right or wrong
The unit coordinators will work more closely with all markers, and ensure that the expert moderation process is followed. A range of support resources will be provided to all markers including a Zoom session outlining assessment requirements, expected student responses and marking criteria. Unit coordinators will moderate a range of each marker's papers, and will intervene early if any issues of concern noted.
Feedback from SUTE data 2022, T2
Trish and Ade are both wonderful. Made learning easy. Thoroughly enjoyed the unit.
Unit coordinators will continue to strive to provide students with the highest level of support and teaching quality.
- 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)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
a.adeleye@cqu.edu.au
d.lelagadec@cqu.edu.au
d.rijal@cqu.edu.au
p.antony@cqu.edu.au
l.jackson@cqu.edu.au
Module/Topic
Module 1: Introduction to Primary Health Care Nursing
Chapter
Week 1 eReading Lists
Events and Submissions/Topic
• Navigate through the unit Moodle site https://sportal.cqu.edu.au and CQU Library https://www.cqu.edu.au/student-life/library.
• Locate the unit profile, the assessment tasks, unit learning outcomes and the contact details for your unit coordinators.
• Check your Zoom tutorial sessions dates and times and introduce yourself to other students on the general discussion forum on the Learning Community tile.
• Undertake Week 1 - Module 1 and its learning activities, access eReading Lists and attend the weekly online Zoom tutorial session or watch the recorded Zoom session.
• Review Assessment 1 - Essay requirements, including the marking criteria sheet
Module/Topic
Module 2: Overview of the Social Determinants of Health
Chapter
Week 2 eReading Lists
Events and Submissions/Topic
• Open the Week 2 tab and review the content.
• Undertake Week 2 - Module 2 and its learning activities, access eReading Lists and attend the weekly online Zoom tutorial session or watch the recorded Zoom session.
• Continue to review Assessment 1 requirements, including the marking criteria sheet.
Module/Topic
Module 3: - Equity and Inequality in Health Care and Principles of Health Literacy
Chapter
Week 3 eReading Lists
Events and Submissions/Topic
• Open the Week 3 tab and review the content.
• Undertake Week 3 - Module 3 and its learning activities, access eReading Lists and attend the weekly online Zoom tutorial session or watch the recorded Zoom session.
• Commence Assessment 1
Module/Topic
Module 4: The WHO, the Ottawa Charter and Current Developments
Chapter
Week 4 eReading Lists
Events and Submissions/Topic
• Open the Week 4 tab and review the content.
• Undertake Week 4 - Module 4 and its learning activities, access eReading Lists and attend the weekly online Zoom tutorial session or watch the recorded Zoom session.
• Continue to work on Assessment 1
Module/Topic
Module 5: Health Promotion and Illness Prevention
Chapter
Week 5 eReading Lists
Events and Submissions/Topic
• Open the Week 3 tab and review the content.
• Undertake Week 5 - Module 5 and its learning activities, access eReading Lists and attend the weekly online Zoom tutorial session or watch the recorded Zoom session.
• Finalise and submit Assessment 1 (essay)
Assessment Due: Week 5 Friday (11 Aug 2023) 5:00 pm AEST
Module/Topic
Rest
Chapter
Rejuvenate
Events and Submissions/Topic
Enjoy the break
Module/Topic
Module 6: Women's Health
Chapter
Week 6 eReading Lists
Events and Submissions/Topic
• Open the Week 6 tab and review the content.
• Undertake Week 6 - Module 6 and its learning activities, access eReading Lists and attend the weekly online Zoom tutorial session or watch the recorded Zoom session.
• Review Assessment 2 - Case Study requirements, including the marking criteria sheet
Module/Topic
Module 7: Men's Health
Chapter
Week 7 eReading Lists
Events and Submissions/Topic
• Open the Week 7 tab and review the content.
• Undertake Week 7 - Module 7 and its learning activities, access eReading Lists and attend the weekly online Zoom tutorial session or watch the recorded Zoom session.
• Commence Assessment 2
Module/Topic
Module 8: Health and Ageing
Chapter
Week 8 eReading Lists
Events and Submissions/Topic
• Open the Week 8 tab and review the content.
• Undertake Week 8 - Module 8 and its learning activities, access eReading Lists and attend the weekly online Zoom tutorial session or watch the recorded Zoom session.
• Continue to work on Assessment 2
Module/Topic
Module 9: Children's Health and Immunisation
Chapter
Week 9 eReading Lists
Events and Submissions/Topic
• Open the Week 9 tab and review the content.
• Undertake Week 9 - Module 9 and its learning activities, access eReading Lists and attend the weekly online Zoom tutorial session or watch the recorded Zoom session.
•Finalise and submit Assessment 2 (case study)
Assessment Due: Week 9 Friday (15 Sept 2023) 5:00 pm AEST
Module/Topic
Module 10: Rural and Remote Health
Chapter
Week 10 eReading Lists
Events and Submissions/Topic
• Open the Week 10 tab and review the content.
• Undertake Week 10 - Module 10 and its learning activities, access eReading Lists and attend the weekly online Zoom tutorial session or watch the recorded Zoom session.
Review Assessment 3 - Online quiz requirements
Module/Topic
Module 11: Nurse's Role in Rural and Remote Health
Chapter
Events and Submissions/Topic
• Open the Week 11 tab and review the content.
• Undertake Week 11 and its learning activities, and attend the weekly online Zoom tutorial session or watch the recorded Zoom session.
• Review Modules 1-11 and continue to prepare for Assessment 3 (online quiz)
Module/Topic
Review Weeks 1-11
Chapter
Events and Submissions/Topic
Finalise preparation for Assessment 3 (online quiz)
Module/Topic
Chapter
Events and Submissions/Topic
Assessment 3 (online quiz) is due.
End-of-term online quiz Due: Review/Exam Week Tuesday (10 Oct 2023) 11:45 pm AEST
Please, use NURS11168@cqu.edu.au in all email correspondence to your unit coordinators.
1 Written Assessment
Aim
In this assessment, you will explore primary health care influences and demonstrate an understanding of factors that impact community health outcomes. To achieve this aim, you are to engage with the weekly unit materials and tutorials from weeks/modules 1-5. The resources offered during these weeks will help you develop this assessment task.
Introduction to the task
In modules 1-5, you examined the principles of primary health care (PHC) and explored the social determinants of health and the concepts of equity and inequality in health care. You also identified health literacy principles, health promotion and illness prevention. According to the World Health Organization (WHO, 2021), investment in PHC improves health outcomes, access and equity in health care and health care performance. A strategy used to strengthen global PHC is research and innovation (WHO, 2021). Primary health care provides health services to individuals, families or communities regardless of location or socio-economic status. The World Health Organization and member states’ commitments to primary health care improve equity, access and positive outcomes for users.
A new strategy was tested in Perth, Western Australia, to improve access to primary healthcare and achieve better health outcomes for Australia's individuals, families, and communities (Millar et al., 2023). This research explored integrating primary healthcare services into local government settings. The study linked health, health literacy and local government to connect people to primary health care services. This strategy is an innovation that seeks to promote health outcomes for some of the vulnerable population groups in the community.
Task requirements
This essay requires you to address the following three (3) requirements:
Base your responses on the research paper's context (Millar et al., 2023) and the broader Australian context.
1) Describe the impact of health literacy on health inequities and health outcomes. (Approximately 450 words)
2) Explain the impact of access to primary healthcare on health outcomes. (Approximately 300 words)
3) Discuss how the primary healthcare-oriented innovation (intersection between health, health literacy and local government) affects health outcomes for individuals, families and communities. How does this innovation align with the WHO PHC improvement strategy? (Approximately 450 words)
Also, you will need to access and read the article by Millar et al. (2023), focusing on the introduction and the discussion.
Format for your essay
Introduction, where you introduce your reader to the topic and outline what your paper will address. (Approximately 150 words)
Discuss the three task requirements as outlined above. (Approximately 1200 words)
Conclusion. (Approximately 150 words)
Requirements
· Use a conventional font of legible size: 12 font, Times New Roman with double line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
· Include a cover page with all the correct components: student name, student identification number, unit name and unit code, assessment name, unit coordinators, due date, and word count.
· Include page numbers on each page in a header.
· Write in the third-person perspective.
· Use formal academic language.
· Please avoid using direct quotations taken from the literature.
· Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
· The word count is considered from the introduction's first word to the conclusion's last word. The word count excludes the reference list but includes in-text references.
Literature and references
In this assessment, use at least six contemporary (no more than five years old) references to support your discussion. You may also use seminal scholarly literature where relevant (more than five years old). Suitable references include peer-reviewed journal articles, textbooks, and credible websites. When sourcing information, consider the five elements of a quality reference: currency (within five years for journal articles), authority, relevance, objectivity, and coverage. Grey literature from the Internet must be from reputable websites such as government, university or peak national bodies. For example, the Australian Institute of Health and Welfare, the World Health Organization and the Commonwealth Department of Health.
Resources
· You can reference your discussion using unit-provided materials and other credible sources (e.g., journal articles, books, grey literature). The quality and credibility of your sources are essential.
· We recommend that you access your discipline specific library databases: the Nursing and Midwifery databases
· For information on academic communication, please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources, including information for students with English as a second language.
· Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
· Submit your assessment via the unit Moodle site in Microsoft Word only.
References
Australian Institute of Health and Welfare. (2019). Rural and remote health. https://www.aihw.gov.au/reports/rural-remote-australians/rural-and-remote-health
Millar, L., Ranila Bhoyroo, Yesid Pineda Molina, Watts, J., Geagea, A., Murphy, J., & Pollard, C. M. (2023). Intersection between health, health literacy and local government: a mixed methods approach to identifying ways to better connect people to place-based primary health care in Western Australia. BMC Health Services Research, 23(1). https://doi.org/10.1186/s12913-022-08872-9
World Health Organization. (2021). Primary health care. https://www.who.int/news-room/fact-sheets/detail/primary-health-care
Weighting
30%
Referencing Style
American Psychological Association 7th Edition (APA 7th edition)
Submission
Online
Submission Instructions
Submit your assessment via the unit Moodle site in Microsoft Word only
Week 5 Friday (11 Aug 2023) 5:00 pm AEST
Assessments are submitted on the submission portal of the unit Moodle site and marked online via Feedback Studio (Grademark). Marks will be returned through Feedback Studio (Grademark) - online. Please, review 'Moodle Help for Students: accessing Grademark'
High Distinction 84.5 – 100% | Distinction 74.50 – 84.49% | Credit 64.50 – 74.49% | Pass 49.50 – 64.49% | Fail <49.5% | Fail (content absent) 0% | |
Completion of required task (10%) | Excellent presentation of assignment with the inclusion of all correct components, double line spacing, 12-point font, page numbers, title page. Consistently accurate with spelling, grammar and paragraph structure. Adheres to the prescribed word count. (8.5 - 10) | Well-presented assignment, double line spacing, 12-point font, page numbers, title page, 1 or 2 errors in spelling, grammar or paragraph structure. Adheres to the prescribed word count. (7.5 – 8.4) | Well-presented assignment, double line spacing, 12-point font, page numbers, title page and 3 or 4 consistent errors with spelling, grammar or paragraph structure. Adheres to prescribed word count. (6.5 – 7.4) | Adequate assignment presentation, double line spacing with 12-point font. May have no page numbers or title page or 5 to 7 consistent errors with spelling, grammar or paragraph structure. Adheres to the prescribed word count. (4.9 – 6.4) | Poorly presented assignment. double line spacing, page numbers or 12-point font not used. Many inaccuracies in spelling, grammar or paragraph structure. Deviates significantly from prescribed word count. (<4.9) | Submission is missing most aspects of task. Little evidence of task requirements. (0) |
Introduction and conclusion (10%) | Clear and succinct introduction that orientates the reader to the topic. Clear and succinct conclusion that recaps important elements of discussion and brings a sense of closure. (8.5 - 10) | Clear and appropriate introduction that orientates the reader to the topic. Clear and appropriate conclusion that recaps some elements of the discussion. (7.5 – 8.45) | Appropriate introduction that orientates the reader to the topic. An appropriate conclusion that attempts to highlight some key points from the discussion. (6.5 – 7.5) | Introduction is apparent - the reader is not clearly orientated. Conclusion is apparent however, it does not recap elements of the discussion. (4.9-6.4) | No recognisable introduction—and/or there is no direction in relation to the topic. No recognisable conclusion—and/or there is no closure in relation to the topic is evident. (<4.9) | No introduction and conclusion (0) |
Approach and argument (70%) | Clear and succinct discussion on how health literacy may affect health inequities and health outcomes. (21.2-25) | Clear and appropriate discussion on how health literacy may affect health inequities and health outcomes. (18.6-21.1) | Appropriate discussion on how health literacy may affect health inequities and health outcomes. (16.1-18.5) | Discussion on how health literacy may affect health inequities and health outcomes. (12.4-16) | Not recognisable discussion on how health literacy may affect health inequities and health outcomes. (<12.4) | No discussion on how health literacy may affect health inequities and health outcomes (0) |
The relevance of transportation on healthcare access and health outcomes for regional individuals and communities has been comprehensively discussed. (16.9-20) | The relevance of transportation on healthcare access and health outcomes for regional individuals and communities has been clearly discussed. (14.9-16.8) | The relevance of transportation on healthcare access and health outcomes for regional individuals and communities has been mostly discussed. (12.9-14.8) | The relevance of transportation on healthcare access and health outcomes for regional individuals and communities has been partly discussed. (9.9-12.8) | The relevance of transportation on healthcare access and health outcomes for regional individuals and communities has not been adequately discussed. (<9.9) | No discussion on the relevance of transportation on healthcare access and health outcomes for regional individuals and communities (0) | |
Written content succinctly and comprehensively explains how the PHC-oriented innovation affects health outcomes of individuals, families and communities in Australia, Link to WHO strategy is clearly explained. (21.2-25) | Written content clearly explains how the PHC-oriented innovation affects health outcomes of individuals, families and communities in Australia. Link to WHO strategy is clearly explained (18.6-21.1) | Written content is mostly appropriate in explaining how the PHC-oriented innovation affects health outcomes of individuals, families and communities in Australia. Link to WHO strategy is explained (16.1-18.5) | Written content is sometimes repetitive or lacks cohesion and only partly explains how the PHC-oriented innovation affects health outcomes of individuals, families and communities in Australia. Link to WHO strategy is mentioned. (12.4-16) | Written content does not address all aspects of the assessment task and does not adequately explain how the PHC-oriented innovation affects health outcomes of individuals, families and communities in Australia. Link to WHO strategy is not apparent. (<12.4) | Little explanation relevant to the PHC-oriented innovation affects health outcomes of individuals, families and communities in Australia. (0) | |
Referencing (10%) | Consistently accurate with in-text referencing to support and reflect all ideas, factual information. A minimum of 10 current references that include at least 5 or more journal articles as well as relevant books and web sites spread consistently across all topics. Reference list appears in alphabetical order and fully adheres to APA 7th ed referencing style. (8.5 - 10) | 1 or 2 in-text referencing errors identified to support and reflect all ideas, factual information . A minimum of 8-9 current references that includes at least 4 journal articles as well as relevant books and web sites, spread consistently across all topics. Reference list appears in alphabetical order and consistently adheres to APA 7th ed referencing style.(1 or 2 errors). (7.5 – 8.4) | 3 or 4 in-text referencing errors identified to support and reflect all ideas, factual information. A minimum of 7 current references. Must include at least 3 journal articles as well as relevant books and web sites spread consistently across all topics. Reference list appears in alphabetical order and frequently adheres to APA 7th ed referencing style.(3 or 4 errors). (6.5 – 7.4) | 5 or more in-text referencing errors identified to support and reflect all ideas, factual information. A minimum of 6 current references used including 2 journal articles as well as relevant textbooks and web sites spread consistently across all topics. Reference list appears in alphabetical order and occasionally adheres to APA 7th ed referencing style. (5 errors). (4.9 – 6.4) | In-text referencing is not consistent with APA 7th ed style. Many inaccuracies (>5) with in-text referencing to support and reflect all ideas, factual information. Less than 6 current references used. Journal articles or relevant textbooks not sourced and not consistently spread across all topics or web sites only used. Reference list appears in no alphabetical order and does not adhere to APA 7th ed referencing style. (>5 errors). (<4.9) | No in-text citation or reference list (0) |
- 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
2 Case Study
Aim
This assessment aims to explore the public health service of immunisation to improve community health outcomes and the role of health professionals in delivering this service.Task description
Read the trigger information below and respond to the three topics provided.Trigger information
New report on parents’ hesitancy to vaccinate children against COVID-19.Health experts, government officials and other relevant stakeholders have encouraged everyone to vaccinate against the coronavirus disease 2019 (COVID-19). Following the successful implementation of the COVID-19 vaccination among the adult population, the government commenced implementing the COVID-19 vaccine among children. However, some parents are hesitant to have their children vaccinated against COVID-19. Public health experts are concerned that this hesitancy may have broader ramifications for the wider population. The article explains that some people with specific social determinants of health tend to decline the COVID-19 vaccine. Health experts are worried that the anti-vaccine supporters will remain unprotected from this virus.
The article above is your case study. Using the information that you have gained from modules 1-9, and the information from this article, address the following three (3) tasks:
1. Explain the connection between health literacy and health outcomes in the context of the article above. (Approximately 550 words)
2. Imagine you are caring for a patient who is hesitant about the COVID-19 vaccine, and you want to provide health education about the importance of immunisation. Discuss the components of the health education you would provide to your patient. (Approximately 550 words)
3. Describe the role of nurses in promoting and delivering immunisation programs to communities. Provide an example of a vaccination strategy that has proved to be successful. (Approximately 400 words).
This is a short answer assignment and you are not required to provide an introduction and conclusion.
Requirements
• Use a conventional and legible size 12 font, Times New Roman with double line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).• Include a cover page with all the correct components: student name, student identification number, unit name and unit code, assessment name, unit coordinators, due date, and word count.
• Include page numbers on each page in a header.
• Write in the third-person perspective.
• Use formal academic language.
• Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
• The word count is considered from the first word of task 1 to the last word of task 3. The word count excludes the reference list but includes in-text references.
Literature and references
In this assessment, use at least six current (five years or less) references to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles, textbooks, and credible websites. When sourcing information, consider the five elements of a quality reference: currency (within five years for journal articles), authority, relevance, objectivity, and coverage. Grey literature from the Internet must be from reputable websites such as government, university or peak national body websites. For example, the Australian Institute of Health and Welfare, the World Health Organization and the Commonwealth Department of Health.Resources
• You can reference your argument using unit-provided materials and other credible sources (e.g., journal articles, books, grey literature). The quality and credibility of your sources are important.• We recommend that you access your discipline specific library databases: the Nursing and Midwifery Database
• For information on academic communication, please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources, including information for students with English as a second language.
• Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Weighting
40%Referencing Style
American Psychological Association 7th Edition (APA 7th edition)Submission
OnlineSubmission Instructions
Submit your assessment via the unit Moodle site in Microsoft Word format onlyWeek 9 Friday (15 Sept 2023) 5:00 pm AEST
Assessments are submitted on the submission portal of the unit Moodle site and marked online via Feedback Studio (Grademark). Marks will be returned through Feedback Studio (Grademark) - online. Please, review 'Moodle Help for Students: accessing Grademark'
Key criteria | High Distinction 84.5 – 100% | Distinction 74.50 – 84.49% | Credit 64.50 – 74.49% | Pass 49.50 – 64.49% | Fail <49.5% | Fail (content absent) 0% |
Completion of required task (10%) | Excellent presentation of assignment with inclusion of all correct components, double line spacing, 12-point font, page numbers, cover page. Consistently accurate with spelling, grammar and paragraph structure. Adheres to the prescribed word count. (8.5 - 10) | Well-presented assignment, double line spacing, 12-point font, page numbers, title page, 1 or 2 errors in spelling, grammar or paragraph structure. Adheres to the prescribed word count. (7.5 – 8.4) | Well-presented assignment, double line spacing, 12-point font, page numbers, title page and 3 or 4 consistent errors with spelling, grammar or paragraph structure. Adheres to prescribed word count. (6.5 – 7.4) | Adequate assignment presentation, double line spacing with 12-point font. May have no page numbers or title page, and 5 to 7 consistent errors with spelling, grammar or paragraph structure. Adheres to the prescribed word count. (4.9 – 6.4) | Poorly presented assignment. double line spacing, page numbers or 12-point font not used. Many inaccuracies in spelling, grammar or paragraph structure. Deviates significantly from the prescribed word count. (<4.9) | Submission is missing most aspects of the task. Little evidence of following task requirements. (0) |
Approach and argument (80%) | Clear and succinct explanation of the connection between health literacy and health outcomes in the context of the news article. (25.4-30) | Clear and appropriate explanation of the connection between health literacy and health outcomes in the context of the news article. (22.4-25.3) | Appropriate explanation of the connection between health literacy and health outcomes in the context of the news article. (19.4-22.3) | Explanation of the connection between health literacy and health outcomes in the context of the news article. (14.9-19.3) | No recognisable explanation of the connection between health literacy and health outcomes in the context of the news article. (<14.8) | No explanation of the connection between health literacy and health outcomes in the context of the news article. (0) |
Written content is succinctly relevant to the topic. The components of immunisation health education are comprehensively discussed. (25.4-30) | Written content is relevant to the topic. The components of immunisation health education are clearly discussed. (22.4-25.3) | Written content is most appropriate to the topic. The components of immunisation health education are mostly discussed. (19.4-22.3) | Written content is at times repetitive or lacks cohesion. The components of immunisation health education are partly discussed. (14.9-19.3) | Written content does not address all aspects of the assessment task. The components of immunisation health education are not adequately discussed. (<14.8) | No discussion of the relevance on the components of immunisation health education. (0) | |
Nursing roles in promoting and delivering vaccination programs have been comprehensively discussed, with clear example provided. (16.9-20) | Nursing roles in promoting and delivering vaccination programs have been clearly discussed, with clear example provided. (14.9-16.8) | Nursing roles in promoting and delivering vaccination programs have been mostly discussed, with clear example provided. (12.9-14.8) | Nursing roles promoting and delivering vaccination programs have been partly discussed with example provided. (9.9-12.8) | Nursing roles in promoting and delivering vaccination programs have not been adequately discussed; no example has been provided. (<9.9) |
No discussion on the nursing roles in promoting and delivering vaccination programs. (0) |
|
Referencing (10%) | Consistently accurate with in-text referencing to support and reflect all ideas, factual information and quotations. A minimum of 10 current* references that include at least 5 or more journal articles as well as relevant books and web sites spread consistently across all topics. Reference list appears in alphabetical order and fully adheres to reference list presentation guidelines APA style. (8.5 - 10) | 1 or 2 in-text referencing errors identified to support and reflect all ideas, factual information and quotations. A minimum of 8-9 current* references that includes at least 4 journal articles as well as relevant books and web sites, spread consistently across all topics. Reference list appears in alphabetical order and consistently adheres to reference list presentation guidelines APA style (1 or 2 errors). (7.5 – 8.4) | 3 or 4 in-text referencing errors identified to support and reflect all ideas, factual information and quotations. A minimum of 7 current* references. Must include at least 3 journal articles as well as relevant books and web sites spread consistently across all topics. Reference list appears in alphabetical order and frequently adheres to reference list presentation guidelines APA style (3 or 4 errors). (6.5 – 7.4) | 5 or more in-text referencing errors identified to support and reflect all ideas, factual information and quotations. A minimum of 6 current* references used including 2 journal articles as well as relevant textbooks and web sites spread consistently across all topics. Reference list appears in alphabetical order and occasionally adheres to reference list presentation guidelines APA style (5 errors). (4.9 – 6.4) | In-text referencing is not consistent with APA style. Many inaccuracies (>5) with in-text referencing to support and reflect all ideas, factual information and quotations. The required number of 6 current* references not used. Journal articles or relevant textbooks not sourced and not consistently spread across all topics or web sites only used. Reference list appears in no alphabetical order and does not adhere to reference list presentation guidelines APA style (>5 errors). (<4.9) | No citation or referencing (0) |
- Discuss the relationship between health inequities, health literacy, 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.
3 Online Quiz(zes)
This online quiz is an open-book, timed and consists of multiple-choice and short-answer questions. You have one hour to complete it once you begin. You may only attempt the quiz once, and unless there are exceptional circumstances, you cannot re-sit the quiz if not completed within one hour. This is an open-book assessment; you may access resources throughout the online quiz. The total marks for this assessment are 30 marks for 30 questions. We expect that you complete this quiz independently and adhere to the conditions associated with undertaking an assessment task; working in a group during this assessment will be considered a breach of academic integrity. You must ensure academic integrity and comply with the Student Academic Integrity Policy and Procedure. Acting honestly and with integrity means avoiding behaviour that may breach academic honesty, such as plagiarism, collusion, cheating, and other forms of academic misconduct. If any academic misconduct is detected, it will be managed per the policy and may result in penalties.
The online quiz opens on Tuesday, 10 October at 1700 and closes on Thursday, 12 October 2023 at 1700. Must be completed within one (1) hour once opened at one sitting except for other approved arrangements.
1
Other
Review/Exam Week Tuesday (10 Oct 2023) 11:45 pm AEST
The online quiz opens on Tuesday, 10 October and closes on Thursday, 12 October 2023. Must be completed within 1 hour once opened at one sitting except for other approved arrangements. Access the quiz via the Assessment 3 portal on the unit Moodle site. The quiz will automatically close at the end of one hour and will submit your result even if you have not finished.
We will release end-of-term result before Certification of Grades
The online quiz is timed and automatically gets submitted at the set time.
- Explain the role of the World Health Organisation (WHO) and its influence on primary health care in Australia
- 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.
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.