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 3 - 2024
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 Organization (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 environment
Alignment 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
There are no required textbooks.
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.
p.heidke@cqu.edu.au
r.l.cross@cqu.edu.au
n.adhikarineupane@cqu.edu.au
Module/Topic
Orientation to unit and assessment requirements
Chapter
Read the Unit profile.
Review Introduction tab
Review assessment tab
Events and Submissions/Topic
- Complete the unit orientation quiz to open week 1 content (Required).
Module/Topic
Introduction to Primary Health Care.
Chapter
Please refer to the NURS11168 Moodle site for readings, videos and learning activities.
Events and Submissions/Topic
All students
- Complete Moodle learning activities and quiz. (Required)
- Attend a 60-minute online tutorial linking content to assessments - Thursday- 1pm to 2 pm (Recommended)
Module/Topic
Overview of the Social Determinants of Health.
Chapter
Please refer to the NURS11168 Moodle site for readings, videos and learning activities
Events and Submissions/Topic
All students
- Complete Moodle learning activities and quiz. (Required)
- Attend a 60-minute online tutorial linking content to assessments - Thursday- 1pm to 2 pm (Recommended)
Module/Topic
Equity and Principles of Health Literacy.
Chapter
Please refer to the NURS11168 Moodle site for readings, videos and learning activities
Events and Submissions/Topic
All students
- Complete Moodle learning activities and quiz. (Required)
- Attend a 60-minute online tutorial linking content to assessments - Thursday- 1pm to 2 pm (Recommended)
Module/Topic
Older persons health.
Chapter
Please refer to the NURS11168 Moodle site for readings, videos and learning activities
Events and Submissions/Topic
All students
- Complete Moodle learning activities and quiz. (Required)
- Attend a 60-minute online tutorial linking content to assessments - Thursday- 1pm to 2 pm (Recommended)
Module/Topic
Primary healthcare nurse role and vaccination
Chapter
Please refer to the NURS11168 Moodle site for readings, videos and learning activities
Events and Submissions/Topic
All students
- Complete Moodle learning activities and quiz. (Required)
- Attend a 60-minute online tutorial linking content to assessments - Thursday- 1pm to 2 pm (Recommended)
- Assessment 1 due Wednesday 4th December 4pm
Assessment 1 - Written Assessment Due: Week 5 Wednesday (4 Dec 2024) 4:00 pm AEST
Module/Topic
Primary Health Promotion
Chapter
Please refer to the NURS11168 Moodle site for readings, videos and learning activities
Events and Submissions/Topic
All students
- Complete Moodle learning activities and quiz. (Required)
- Attend a 60-minute online tutorial linking content to assessments - Thursday- 1pm to 2 pm (Recommended)
Module/Topic
Disadvantaged groups
Chapter
Please refer to the NURS11168 Moodle site for readings, videos and learning activities
Events and Submissions/Topic
All students
- Complete Moodle learning activities and quiz. (Required)
- Attend a 60-minute online tutorial linking content to assessments - Thursday- 1pm to 2 pm (Recommended)
Module/Topic
Break week
Chapter
Events and Submissions/Topic
Catch - up or rest and relax!
Module/Topic
Break week
Chapter
Events and Submissions/Topic
Catch - up or rest and relax!
Module/Topic
Neonates, children and young person primary health
Chapter
Please refer to the NURS11168 Moodle site for readings, videos and learning activities
Events and Submissions/Topic
All students
- Complete Moodle learning activities and quiz. (Required)
- Attend a 60-minute online tutorial linking content to assessments - Thursday- 1pm to 2 pm (Recommended)
Module/Topic
Rural and remote primary health
Chapter
Please refer to the NURS11168 Moodle site for readings, videos and learning activities
Events and Submissions/Topic
All students
- Complete Moodle learning activities and quiz. (Required)
- Attend a 60-minute online tutorial linking content to assessments - Thursday- 1pm to 2 pm (Recommended)
- Assessment 2 due Wednesday 15th January 4pm
Case Study Due: Week 9 Wednesday (15 Jan 2025) 4:00 pm AEST
Module/Topic
Women's Health
Chapter
Please refer to the NURS11168 Moodle site for readings, videos and learning activities
Events and Submissions/Topic
All students
- Complete Moodle learning activities and quiz. (Required)
- Attend a 60-minute online tutorial linking content to assessments - Thursday- 1pm to 2 pm (Recommended)
Module/Topic
Men's Health
Chapter
Please refer to the NURS11168 Moodle site for readings, videos and learning activities
Events and Submissions/Topic
All students
- Complete Moodle learning activities and quiz. (Required)
- Attend a 60-minute online tutorial linking content to assessments - Thursday- 1pm to 2 pm (Recommended)
Module/Topic
Review unit content from week 1 to week 11.
Chapter
Events and Submissions/Topic
All students
- Complete Moodle learning activities and quiz. (Required)
- Attend a 60-minute online tutorial linking content to assessments - Thursday- 1pm to 2 pm (Recommended)
Module/Topic
Chapter
Events and Submissions/Topic
Assessment 3 - Online Quiz due
Online quiz(zes) Due: Exam Week Monday (10 Feb 2025) 11:45 pm AEST
Christmas closure is 23 December to the 1st of January 2025.
1 Written Assessment
Weighting: 30%
Length: 700 words +/-10% (excluding reference list)
Unit Coordinator/s: Penny Heidke, Robin Cross & Neelam Neupane
Learning outcomes assessed
LO1 – Explain the role of the World Health Organization (WHO) and its influence on primary health care in Australia.
LO2 - Discuss the relationship between health inequities, health literacy, and health outcomes.
LO3 – Examine the relationship between social determinants of health and health outcomes.
Aim
The aim of this assessment is for you to develop a single-page poster demonstrating your applied understanding of the social determinants of health and how, through health inequities, they influence health outcomes.
Instructions
1. Submit a single-page poster displaying the following three items:
Item 1 – Explain the role of the World Health Organization (WHO) and its influence on primary health care in Australia (approximately 200 words)
Item 2 – Outline the four current regional priorities of the World Health Organization (WHO) for the Western Pacific Region
(maximum 200 words – approximately 50 words per priority)
Item 3 – One of the regional priorities 2020–2025 is Non-Communicable Diseases (NCDs) and ageing. Discuss the relationship between health inequities, health literacy, and health outcomes in the aged population. Provide at least one WHO action plan/strategy that has been implemented to improve healthy ageing in response to the WHO regional priorities (approximately 300 words).
2. Provide a reference list using CQUniversity APA 7th referencing style on a separate Word document.
Literature and references
In this assessment use at least 5 contemporary references (7 years or less) sourced from the CQUniversity library to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as government, university, or peak national bodies: for example, the Australian College of Nursing. Note, that websites such as StatPearls, Life in the Fastlane, and Wikipedia are not suitable for this assessment task. Lecture notes are not primary sources of evidence and should not be used in this assessment.
Requirements
· Use a cover page for your assessment that includes the unit’s name and number, assessment number, student name and student number, due date and in-text word count. The cover page should be centered and typed in bold font.
· E-poster PowerPoint:
· Use of the provided e-poster PowerPoint template on NURS11168 Moodle site is optional.
· Use Calibri font size 11.
· Do not include an introduction and conclusion for this assessment.
· A header for each section is needed.
· When providing responses to the three questions, paraphrase, summarise or quote information acknowledging the original source (referencing) to avoid plagiarism.
· Follow academic writing conventions: write in the third person perspective; spell out contractions in full; introduce abbreviations and acronyms; spell out numbers for zero through nine and use numerals for 10 and above.
· Use formal academic, discipline-specific and inclusive language.
· Images are not required; however, if you wish to use an image, please follow APA guidelines.
· Reference list:
· Use conventional and legible size 12 font, either Times New Roman or Arial font, with 2.0 spacing and 2.54cm margins (standard pre-set margin in Microsoft Word).
· All work submitted must be your own work.
· 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 excludes the reference list and headings but includes in-text references, direct quotations and paraphrasing. Please note, direct quotes should be used minimally in academic writing.
Resources
· You can use unit-provided materials and other credible sources (e.g., journal articles, and books) to reference your argument. The quality and credibility of your sources are important. Please note, that lecture notes are not peer-reviewed primary sources of evidence.
· We recommend that you access your discipline-specific Nursing Resource Guide.
· For information on academic writing and referencing, please visit the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources, including information for students with English as a second language.
· You may wish to submit a draft to Studiosity.
· Submit at least one draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Academic Integrity
· You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). Completion of this assessment with another party or sharing of responses is not permitted at any time.
· The use of any generative artificial intelligence is permitted for the following purposes:
· Gen AI content is used to generate ideas and general structures.
· Gen AI content editing.
Submission
Submit your assessment online via the assessment tile in the NURS11168 Moodle site. All posters are to be submitted in PDF format only.
Week 5 Wednesday (4 Dec 2024) 4:00 pm AEST
Week 8 Wednesday (8 Jan 2025)
| 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% |
|
Item 1 – Explain the role of the World Health Organization and its influence on primary health care in Australia.
(25%)
|
(25–21.5) Comprehensive outline of the World Health Organization and its influence on primary health care in Australia. |
(21.4–18.75) Clear and logical outline of the World Health Organization and its influence on primary health care in Australia. |
(18.74–16.25) Satisfactory and mostly logical outline of the World Health Organization and its influence on primary health care in Australia. |
(16.24–12.5) Adequate and mostly logical outline of the World Health Organization and its influence on primary health care in Australia. |
(12.4–0) Inadequate and/or illogical outline of the World Health Organization and its influence on primary health care in Australia. |
(0) No discussion outline of the World Health Organization and its influence on primary health care in Australia. |
|
Item 2 – Outline the four current regional priorities of the World Health Organization (WHO) for the Western Pacific Region.
(25%)
|
(25–21.5) Comprehensive, outline of the four current regional priorities of the World Health Organization (WHO) for the Western Pacific Region and is written in the student’s own words. |
(21.4–18.75) Clear and logical outline of the four current regional priorities of the World Health Organization (WHO) for the Western Pacific Region and is written in the student’s own words. |
(18.74–16.25) Satisfactory outline of the four current regional priorities of the World Health Organization (WHO) for the Western Pacific Region and is written in the student’s own words. |
(16.24–12.5) Adequate outline of the four current regional priorities of the World Health Organization (WHO) for the Western Pacific Region and is written in the student’s own words. |
(12.4–0) Inadequate outline of the four current regional priorities of the World Health Organization (WHO) for the Western Pacific Region and/or is not written in the student’s own words. |
(0) No outline of the four current regional priorities of the World Health Organization (WHO) for the Western Pacific Region and/or is not written in the student’s own words. |
|
Item 3 – Discuss the relationship between health inequities, health literacy, and health outcomes in the aged population. Provide at least one WHO action plan/strategy that has been implemented to improve healthy ageing.
(30%)
|
(25.5–30) Comprehensive discussion on the relationship between health inequities, health literacy, and health outcomes in the aged population. Comprehensively provides an update on the progress that has been made so far.
|
(22.5–25.49) Concise discussion on the relationship between health inequities, health literacy, and health outcomes in the aged population. Clearly provides an update on the progress that has been made so far. |
(19.5–22.49) Mostly concise discussion on the relationship between health inequities, health literacy, and health outcomes in the aged population. Satisfactorily provides an update on the progress that has been made so far. |
(14.6–19.49) Adequate discussion on the relationship between health inequities, health literacy, and health outcomes in the aged population. Adequately provides an update on the progress that has been made so far. |
(0–14.5) Inadequate discussion on the relationship between health inequities, health literacy, and health outcomes in the aged population. Inadequately provides an update on the progress that has been made so far. |
(0) No consideration of the social determinants of health, health inequities, health literacy and health outcomes in the aged population. No update on the progress that has been made so far. |
|
Professional writing and presentation
(10%) |
(10–8.5) Content is students own work, consistently clear, accurate, and presented in a logical, succinct order demonstrating a comprehensive understanding of the topic. There are no errors in English grammar, spelling, and punctuation. The language of the discipline is comprehensively used. Formatting requirements applied without error. Adheres to the word count.
|
(8.4–7.5) Content is students own work, frequently clear, correct, and presented in a logical order demonstrating a good understanding of the topic. English grammar, spelling, and punctuation conventions have 1 error. The language of the discipline is frequently used. Formatting requirements applied with 1 error. Adheres to the word count.
|
(7.4–6.5) Content is students own work, mostly clear, correct, and presented in a logical order demonstrating a sound understanding of the topic. English grammar, spelling, and punctuation conventions have 2 errors. The language of the discipline is mostly used. Formatting requirements applied with 2 errors. Adheres to the word count.
|
(6.4–5) Content is students own work, sometimes clear, correct, and presented in a logical order demonstrating a reasonable understanding of the topic. English grammar, spelling, and punctuation conventions have 3 errors. The language of the discipline is used. Formatting requirements applied with 3 errors. Adheres to the word count.
|
(4.9–0) Content is not students own work, consistently unclear or incorrect and is disorganised demonstrating insufficient understanding of the topic. English grammar, spelling, and punctuation conventions have ≥4 errors. The language of the discipline is infrequently or incorrectly used. Formatting requirements applied with ≥4 errors. Deviates +/- 10% of the word count.
|
(0) Content is not students own work. Little to no meaningful writing. English grammar, spelling, and punctuation conventions have ≥4 errors. The language of the discipline is infrequently or incorrectly used. Formatting requirements applied with ≥4 errors. Deviates +/- 10% of the word count.
|
|
Intext citations 5%) |
(5–4.25) Consistently accurate intext citations with no errors in APA 7th Edition referencing style to support and reflect all ideas, information, and quotations. |
(4.2–3.8) One consistent in-text citation error in APA 7th Edition referencing style identified. Intext citations support and reflect most ideas, information, and quotations. |
(3.75–3.55) Two consistent in-text citation errors in APA 7th Edition referencing style identified. Intext citations support and reflect many ideas, information, and quotations. |
(3.50–2.5) Three consistent in-text citation errors in APA 7th Edition referencing style identified. Intext citations support and reflect some ideas, information, and quotations. |
(2.4–0) Four or more consistent in-text citations errors in APA 7th Edition referencing style. Limited intext citations used to support ideas, information, and quotations. |
(0) No reference list provided. |
|
Reference List
(5%)
|
(5–4.25) Acknowledges all sources and meets APA (7th Edition) referencing standards with no errors. Five or more peer reviewed references provided. Literature cited is published in the last 7 years and sourced from the CQUniversity library. |
(4.2–3.8) Acknowledges majority of sources and/or meets APA (7th Edition) referencing standards with 1 error. Four or five peer reviewed references provided. The majority of literature cited is published in the last 7 years and sourced from the CQUniversity library. |
(3.75–3.55) Acknowledges most sources and/or meets APA (7th Edition) referencing standards with 2 errors, Four peer reviewed references provided. Most literature cited has been published in the last 7 years and sourced from the CQUniversity library.
|
(3.50–2.5) Acknowledges some sources and/or meets APA (7th Edition) referencing standards with 3 errors. Three peer reviewed references provided. Some literature cited is published in the last 7 years and sourced from the CQUniversity library. |
(2.4–0) Multiple sources not acknowledged and/or ≥4 APA (7th Edition) referencing errors and/or references not provided. Two or less peer reviewed references provided. Some literature cited is published ≥7 years and/or not sourced from the CQUniversity library.
|
(0) No reference list provided. |
- Explain the role of the World Health Organization (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
Weighting: 40%
Length: 1,000 words +/-10% (excluding reference list)
Unit Coordinator/s: Penny Heidke, Robin Cross & Neelam Neupane
Learning outcomes assessed
LO2 – Discuss the relationship between health inequities, health literacy, and health outcomes.
LO4 – Explain the importance of immunisation in communities and the role of healthcare professionals in vaccination programs.
LO5 – Outline the role of the primary health care nurse within a community.
Aim
This assessment aims for you to explore the public health service of immunisation to improve community health outcomes and the role of health professionals in delivering this service
Instructions
Please follow the steps below to complete this assessment task.
· Read the case study below and using the prompts provided, answer the four questions provided after the case study.
Background:
Riverview is a multicultural urban community known for its support of refugees and asylum seekers. Among its residents is the Al-Hassan family, who recently fled from conflict in their home country. The family consists of four members: Fatima (8 years old), her younger brother Amir (4 years old), and their parents, Layla and Ahmed. The Al-Hassan family faces challenges related to health equity, including language barriers, financial instability, and unfamiliarity with the local healthcare system.
Key Characters:
Nurse Sarah: A dedicated primary healthcare nurse with expertise in working with immigrant and refugee populations. She is passionate about health equity and accessible care.
Layla Al-Hassan: Mother of Fatima and Amir, struggling with communication barriers, as she speaks limited English.
Ahmed Al-Hassan: Father who is currently unemployed and stressed about providing for his family and navigating the new healthcare system.
Fatima Al-Hassan: An 8-year-old girl who is shy but eager to learn; she misses school due to health concerns and the family’s instability.
Amir Al-Hassan: A 4-year-old boy who has missed several vaccinations due to their migration and lack of access to healthcare.
Scenario:
Nurse Sarah is part of a local public health initiative aimed at increasing immunization rates among vulnerable families in Riverview. She receives a referral for the Al-Hassan family after they missed multiple vaccination clinics. Nurse Sarah is determined to address their healthcare needs and ensure that Fatima and Amir receive their necessary vaccinations.
Please answer the following four questions relating to the case study:
1. Outline the role of the primary health care nurse in Australia and relate to the case study (approximately 250 words).
2. From the case study, identify and discuss two social determinants of health that could cause health disparities to the family (approximately 250 words).
3. What is the importance of immunisation in communities and the purpose of the National Immunisation Program? Provide advice regarding the appropriate vaccines Fatima and Amir should receive for preventable diseases (approximately 250 words).
4. Identify and discuss two other primary health screening recommendations for the family (approximately 250 words).
Literature and references
In this assessment use at least 10 contemporary references (7 years or less) sourced from the CQUniversity library to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as government, university, or peak national bodies: for example, the Australian College of Nursing. Note, that websites such as StatPearls, Life in the Fastlane, and Wikipedia are not suitable for this assessment task. Lecture notes are not primary sources of evidence and should not be used in this assessment.
Requirements
· Use a cover page for your assessment that includes the unit’s name and number, assessment number, student name and student number, due date and in-text word count. The cover page should be centered and typed in bold font.
· Use conventional and legible size 12 font, either Times New Roman or Arial font, with double line spacing and 2.54cm margins (standard pre-set margin in Microsoft Word).
· Include page numbers in a header on the top right side of each page.
· Indent the first line of each paragraph 1.27cm (standard pre-set indent in Microsoft Word).
· Do not include an introduction and conclusion for this assessment.
· Use headings to differentiate between sections of the paper (four questions relating to the scenario.
· Paraphrase, summarise or quote information acknowledging the original source (referencing) to avoid plagiarism.
· Start your reference list on a separate page to the body of your assessment.
· Write in the third-person perspective.
· Follow academic writing conventions: spell out contractions in full; introduce abbreviations and acronyms; spell out numbers for zero through nine and use numerals for 10 and above.
· Use formal academic, discipline-specific and inclusive language, and essay structure.
· Use Microsoft Word English (Australia) spelling and grammar checker.
· All work submitted must be your own work.
· Start your reference list on a separate page to the body of your assessment.
· 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 excludes the reference list and headings but includes in-text references, direct quotations and paraphrasing. Please note, direct quotes should be used minimally in academic writing.
Resources
· You can use unit-provided materials and other credible sources (e.g., journal articles, and books) to reference your argument. The quality and credibility of your sources are important. Please note, that lecture notes are not peer-reviewed primary sources of evidence.
· We recommend that you access your discipline-specific Nursing Resource Guide.
· For information on academic writing and referencing, please visit the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources, including information for students with English as a second language.
· You may wish to submit a draft to Studiosity.
· Submit at least one draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Academic Integrity
· You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). Completion of this assessment with another party or sharing of responses is not permitted at any time.
· The use of any generative artificial intelligence is permitted for the following purposes:
· Gen AI content is used to generate ideas and general structures.
· Gen AI content editing.
Week 9 Wednesday (15 Jan 2025) 4:00 pm AEST
Week 12 Wednesday (5 Feb 2025)
|
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% |
|
Q1 – The role of the primary health care nurse in Australia.
(20%) |
(20–16.90)
Comprehensive and logical discussion of the role of the primary health care nurse in Australia. Comprehensively relates the primary health care nurse’s role to the context of the case study. Is written in the student’s own words. |
(16.89–14.90)
Clear and logical discussion of the role of the primary health care nurse in Australia. Clearly relates the primary health care nurse’s role to the context of the case study. Is written in the student’s own words.
|
(14.89–12.90)
Satisfactorily and mostly logical discussion of the role of the primary health care nurse in Australia. Satisfactorily relates the primary health care nurse’s role to the context of the case study. Is written in the student’s own words. |
(12.89–9.90)
Adequate and mostly logical discussion of the role of the primary health care nurse in Australia. Adequately relates the primary health care nurse’s role to the context of the case study Is written in the student’s own words. |
(9.84–0)
Inadequate and/or illogical discussion of the role of the primary health care nurse in Australia. Inadequately relates the primary health care nurse’s role to the context of the case study. and/or is/is not written in the student’s own words. |
(0)
No discussion of the role of the primary health care nurse in Australia. Does not relate the primary health care nurse’s role to the context of the case study and/or is/is not written in the student’s own words. |
|
Q2 – Social determinants of health that could cause health disparities to the family.
(20%) |
(20–16.90)
Comprehensive and logical discussion of two social determinants of health that could cause health disparities to the Al-Hassan family and is written in the student’s own words. |
(16.89–14.90)
Clear and logical discussion of two social determinants of health that could cause health disparities to the Al-Hassan family and is written in the student’s own words.
|
(14.89–12.90)
Satisfactory and mostly logical discussion of two social determinants of health that could cause health disparities to the Al-Hassan family and is written in the student’s own words. |
(12.89–9.90)
Adequate and mostly logical discussion of two social determinants of health that could cause health disparities to the Al-Hassan family and is written in the student’s own words. |
(9.84–0)
Inadequate and/or illogical discussion of two social determinants of health that could cause health disparities to the Al-Hassan family and/or is/is not written in the student’s own words.
|
(0)
No discussion on social determinants of health that could cause health disparities to the Al-Hassan family and/or is/is not written in the student’s own words. |
|
Q3 – The importance of immunisation in communities, the purpose of the National Immunisation Program, and advice regarding appropriate vaccines for the Al-Hassan children.
(20%)
|
(20–16.90)
Comprehensive and logical explanation of the importance of immunisation in communities, the purpose of the National Immunisation Program, and advice regarding appropriate vaccines for the Al-Hassan children and is written in the student’s own words. |
(16.89–14.90)
Clear and logical explanation of the importance of immunisation in communities, the purpose of the National Immunisation Program, and advice regarding appropriate vaccines for the Al-Hassan children and is written in the student’s own words. |
(14.89–12.90)
Satisfactory and mostly logical explanation of the importance of immunisation in communities, the purpose of the National Immunisation Program, and advice regarding appropriate vaccines for the Al-Hassan children and is written in the student’s own words. |
(12.89–9.90)
Adequate and mostly logical explanation of the importance of immunisation in communities, the purpose of the National Immunisation Program, and advice regarding appropriate vaccines for the Al-Hassan children and is written in the student’s own words. |
(9.84–0)
Inadequate and/or illogical explanation of the importance of immunisation in communities, the purpose of the National Immunisation Program, and advice regarding appropriate vaccines for the Al-Hassan children and/or is/is not written in the student’s own words. |
(0)
No explanation of the importance of immunisation in communities, the purpose of the National Immunisation Program, and advice regarding appropriate vaccines for the Al-Hassan children and/or is/is not written in the student’s own words. |
|
Q4 – Primary health screening recommendations for the Al-Hassan family.
(20%)
|
(20–16.90)
Comprehensive and logical explanation of two appropriate primary health screening recommendations for the Al-Hassan family and is written in the student’s own words. |
(16.89–14.90)
Clear and logical explanation of two appropriate primary health screening recommendations for the Al-Hassan family and is written in the student’s own words. |
(14.89–12.90)
Satisfactory and mostly logical explanation of two appropriate primary health screening recommendations for the Al-Hassan family and is written in the student’s own words. |
(12.89–9.90)
Adequate and mostly logical explanation of two appropriate primary health screening recommendations for the Al-Hassan family and is written in the student’s own words. |
(9.84–0)
Inadequate and/or illogical explanation of one primary health screening recommendations for the Al-Hassan family and/or is/is not written in the student’s own words. |
(0)
No explanation of appropriate primary health screening recommendations for the Al-Hassan family and/or is/is not written in the student’s own words. |
|
Professional writing and presentation
(10%) |
(10–8.5) Content is students own work, consistently clear, accurate, and presented in a logical, succinct order demonstrating a comprehensive understanding of the topic. There are no errors in English grammar, spelling, and punctuation. The language of the discipline is comprehensively used. Formatting requirements applied without error. Adheres to the word count.
|
(8.4–7.5) Content is students own work, frequently clear, correct, and presented in a logical order demonstrating a good understanding of the topic. English grammar, spelling, and punctuation conventions have 1 error. The language of the discipline is frequently used. Formatting requirements applied with 1 error. Adheres to the word count. |
(7.4–6.5) Content is students own work, mostly clear, correct, and presented in a logical order demonstrating a sound understanding of the topic. English grammar, spelling, and punctuation conventions have 2 errors. The language of the discipline is mostly used. Formatting requirements applied with 2 errors. Adheres to the word count. |
(6.4–5) Content is students own work, sometimes clear, correct, and presented in a logical order demonstrating a reasonable understanding of the topic. English grammar, spelling, and punctuation conventions have 3 errors. The language of the discipline is used. Formatting requirements applied with 3 errors. Adheres to the word count. |
(4.9–0) Content is not students own work, consistently unclear or incorrect and is disorganised demonstrating insufficient understanding of the topic. English grammar, spelling, and punctuation conventions have ≥4 errors. The language of the discipline is infrequently or incorrectly used. Formatting requirements applied with ≥4 errors. Deviates +/- 10% of the word count. |
(0) Content is not students own work. Little to no meaningful writing. English grammar, spelling, and punctuation conventions have ≥4 errors. The language of the discipline is infrequently or incorrectly used. Formatting requirements applied with ≥4 errors. Deviates +/- 10% of the word count. |
|
Intext citations
5%) |
(5–4.25) Consistently accurate intext citations with no errors in APA 7th Edition referencing style to support and reflect all ideas, information, and quotations. |
(4.2–3.8) One consistent in-text citation error in APA 7th Edition referencing style identified. Intext citations support and reflect most ideas, information, and quotations. |
(3.75–3.55) Two consistent in-text citation errors in APA 7th Edition referencing style identified. Intext citations support and reflect many ideas, information, and quotations. |
(3.50–2.5) Three consistent in-text citation errors in APA 7th Edition referencing style identified. Intext citations support and reflect some ideas, information, and quotations. |
(2.4–0) Four or more consistent in-text citations errors in APA 7th Edition referencing style. Limited intext citations used to support ideas, information, and quotations. |
(0) No reference list provided. |
|
Reference List
(5%)
|
(5–4.25) Acknowledges all sources and meets APA (7th Edition) referencing standards with no errors. Ten peer reviewed references provided. Literature cited is published in the last 7 years and sourced from the CQUniversity library. |
(4.2–3.8) Acknowledges majority of sources and/or meets APA (7th Edition) referencing standards with 1 error. Nine peer reviewed references provided. The majority of literature cited is published in the last 7 years and sourced from the CQUniversity library. |
(3.75–3.55) Acknowledges most sources and/or meets APA (7th Edition) referencing standards with 2 errors. Eight peer reviewed references provided. Most literature cited has been published in the last 7 years and sourced from the CQUniversity library. |
(3.50–2.5) Acknowledges some sources and/or meets APA (7th Edition) referencing standards with 3 errors. Seven peer reviewed references provided. Some literature cited is published in the last 7 years and sourced from the CQUniversity library. |
(2.4–0) Multiple sources not acknowledged and/or ≥4 APA (7th Edition) referencing errors and/or references not provided. Two or less peer reviewed references provided. Some literature cited is published ≥7 years and/or not sourced from the CQUniversity library.
|
(0) No reference list provided. |
- 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)
Quiz opens: 0001 hrs (AEST) 10th February 2025 (Exam Week)
Quiz closes: 2359 hrs (AEST) 16th February 2025 (Exam Week)
Return to students: Results for the quiz will be available immediately after the attempt is complete
Permitted attempts: Two for first year first term and one for all other terms
Completion time: Duration (for example 30 mins)
Assessment weighting: 30%
Length: 30 multiple choice questions (self-marking)
Unit Coordinator/s:
Learning outcomes assessed
LO1 – Explain the role of the World Health Organization (WHO) and its influence on primary health care in Australia.
LO3 – Examine the relationship between social determinants of health and health outcomes
LO4 – Explain the importance of immunisation in communities and the role of healthcare professionals in vaccination programs.
LO5 – Outline the role of the primary health care nurse within a community.
Aim
The aim of this assessment is to assess your knowledge and understanding of key concepts included in the weekly content in the Moodle site focussing on determinants of health and primary health care nursing.
Instructions
You are completing an online quiz. The quiz will assess your knowledge and understanding of materials covered in Weeks 1- 11.
Access the quiz via the Assessment 3 portal on the Moodle site.
The quiz consists of 30 multiple choice questions. Each question is worth 1 mark.
This is an open book quiz. You can refer to your learning materials at any time during your attempt.
You have a maximum of 45 minutes to complete the quiz. You must complete the quiz in one sitting. Once you start the quiz, you must complete it in 45 minutes. The quiz will automatically close at the end of 45 minutes and will submit your result even if you have not finished.
You can have a maximum of two attempts for the quiz. The highest result will be recorded as your grade.
Once you have started the quiz, you cannot log out. Please do not refresh or reload your screen as this may close the quiz and record your result.
1. If you have any technical issues let the unit coordinators know immediately. You are required to take a screenshot or photo of the issue and email it to the unit coordinators as soon as possible. We will assist you with resolving the issue or refer you to TaSAC for further assistance (toll-free phone number 1300 666 620).
Requirements
· Computer access with a reliable internet connection.
· Relevant learning materials available to access during the quiz.
Academic Integrity
· Quiz questions are drawn from a bank and will be randomised.
· You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). Completion of this assessment with another party or sharing of responses is not permitted at any time.
· The use of any generative artificial intelligence is not permitted within this assessment.
1
Other
Exam Week Monday (10 Feb 2025) 11:45 pm AEST
Quiz opens: 0001 hrs (AEST) 10th February 2025 (Exam Week) Quiz closes: 2359 hrs (AEST) 16th February 2025 (Exam Week)
Results for the quiz will be available immediately after the attempt is complete
Permitted attempts: Two
Completion time: Duration 45 mins
- Explain the role of the World Health Organization (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.
What can you do to act with integrity?
