Overview
This unit will provide you with the knowledge of the health and healthcare needs of a range of people within Australia’s culturally diverse society with an emphasis on Aboriginal and Torres Strait Islander health perspectives. You will review contemporary models of health services used to provide healthcare to populations in urban, rural and remote locations. You will explore the social determinants of health by analysing health conditions and the provision of quality and culturally safe health care. The role of the government will also be analysed in terms of the provision of health care. You will use your judgement in a range of simulated scenarios across these contextual factors in order to contribute to meaningful and responsive care.
Details
Pre-requisites or Co-requisites
Must be enrolled in CH79 Graduate Certificate in Nursing (Re-Entry)Co-requisite: NURS20160
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 - 2020
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 Postgraduate 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
In the COVID world, it isn't easy. And it was in extraordinary circumstances as we navigate the new normal. The teaching style was amazing and informative in content and engaging in nature.
The unit coordinator went above and beyond to create an online learning space that was an alternate reality for students. She introduced "fancy dress" days, played happy music and posted inspirational/comedic quotes at the beginning of online workshops. This was relationship-building and is recommended to continue into the future.
Feedback from SUTE data
The timely availability of course work i.e. needs to be available to students at the very least the beginning of the study week sometimes it was not available till late in the wee hours of the morning of the worship which made it difficult to make the most out of the learning experience at times.
The unit coordinator was updating content in light of COVID-19 changes. It can now be released at the beginning of the term.
Feedback from SUTE data
The other issue is concerning the assessment works; it states that it was to be back by 23/10/2020 not released and no communication. Disappointing but other than that I have really enjoyed the teaching and the content.
In the face of COVID-19-related changes, the unit coordinator (also the head of course) struggled with the workload. Communication re: late assessment return date went out retrospectively, however, if future calamities occur, preemptive communication will be forthcoming.
- Analyse the role of government in the provision of healthcare in Australia
- Research and assess the impact of the social determinants of health on common health conditions
- Apply a process of cultural safety to a range of scenarios with particular consideration of Aboriginal and Torres Strait Islander peoples and people of other cultures
- Compare and contrast nursing roles in the contemporary models of healthcare used in Australia.
Standard 1: Thinks critically and analyses nursing practice
1.2 develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice
1.3 respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures
Standard 2: Engages in therapeutic and professional relationships
2.2 communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights
2.3 recognises that people are the experts in the experience of their life
2.4 provides support and directs people to resources to optimise health-related decisions
2.5 advocates on behalf of people in a manner that respects the person’s autonomy and legal capacity
Standard 6: Provides safe, appropriate and responsive quality nursing practice
6.5 practises in accordance with relevant policies, guidelines, standards, regulations and legislation
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Portfolio - 50% | ||||
| 2 - Written Assessment - 50% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Knowledge | ||||
| 2 - Communication | ||||
| 3 - Cognitive, technical and creative skills | ||||
| 4 - Research | ||||
| 5 - Self-management | ||||
| 6 - Ethical and Professional Responsibility | ||||
| 7 - Leadership | ||||
| 8 - Aboriginal and Torres Strait Islander Cultures | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||
|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
| 1 - Portfolio - 50% | ||||||||
| 2 - Written Assessment - 50% | ||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Laptop/Computer
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.
l.mainey@cqu.edu.au
Module/Topic
In this module, you will reflect on your worldview and consider how it might affect your nursing practice. You will refresh and build upon your knowledge of the social determinants of health from the perspectives of race, gender and displacement. This module will take you two weeks to complete.
Chapter
Events and Submissions/Topic
Please see a detailed weekly schedule here: Schedule Link
Module/Topic
This week is a continuation of week one. You will examine the impact of select historical events and their associated health outcomes.
Chapter
Events and Submissions/Topic
Module/Topic
Over the two weeks, you will review and build upon your understanding of cultural safety.
Chapter
Events and Submissions/Topic
Module/Topic
This is a continuation of week three. You will consider strategies for delivering healthcare that builds trust and relationships with people from diverse backgrounds.
Chapter
Events and Submissions/Topic
Module/Topic
In this module, we will review the Australian Health Priority Areas. You will learn about the Sustainable Development Goals.
Chapter
Events and Submissions/Topic
Module/Topic
This is a scheduled vacation week.
There are no resources to access this week.
Chapter
Events and Submissions/Topic
Module/Topic
This week is a continuation of week five.
Chapter
Events and Submissions/Topic
Module/Topic
Over the next four weeks, you will review different levels and models of healthcare delivered across geographically and culturally diverse Australia. You will analyse the patient journey across these levels/models and consider how nurses could assist people to navigate the healthcare system.
Chapter
Events and Submissions/Topic
Module/Topic
This week is a continuation of week seven.
Chapter
Events and Submissions/Topic
Module/Topic
This week is a continuation of week eight.
Chapter
Events and Submissions/Topic
Module/Topic
This week is a continuation of week nine.
Chapter
Events and Submissions/Topic
Module/Topic
This week is a continuation of week 10.
Chapter
Events and Submissions/Topic
Module/Topic
This week has been set aside for wrap-up and reflections.
Consider if you have met the learning outcomes and graduate attributes of the unit.
Chapter
Events and Submissions/Topic
Due to the State and Federal governments' response to COVID-19, all classes will be held online. It is important that you have ongoing access to the resources to support online study.
You will need access to these resources for around 12.5hrs/week per 6 credit point unit of study. That means, if you are studying full-time, you will require access to a computer/laptop and a reliable internet connection for 50hours/week.
Please see the next section for more information.
1 Portfolio
Length: 2000words (alternatives available)
The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference list and appendices. It includes in-text references and direct quotations.
Format: Portfolios can be presented in paper-based or electronic form. For this assessment, you will present your portfolio as a single word document. Headings are permitted. Please use Arial size 11 font and 1.5 spacing.
As nurses, we use our experiences, education and evidence to improve the health of individuals and communities. Portfolios provide nurses with an opportunity to examine their current practice against professional standards and expectations (Andre, Heartfield, Cusack, 2017) such as the Registered Nurse Standards for Practice (NMBA, 2018), Code of Conduct (NMBA, 2018) and Code of Ethics (ICN, 2012).
Portfolio Entry 1: Social inequality and the impacts on health
This section of the portfolio can be presented as a written piece (500 words) such as an essay, a blog or a report.
The Purple House is a community controlled and funded healthcare enterprise in Central Australia. How has the Purple House increased life expectancy for people in Central Australia? You must include the following points in your answer:
- The Social Determinants of Health
- The Health Gap
You should include at least 3 references for this entry. They should be no more than 5 years old. At least 1 reference should be a journal article.
Portfolio Entry 2: Personal development
This section of the portfolio can be presented as a written piece (500words) or as a 5-minute video.
How has the environment in which you have grown, worked and learned shaped your perception of the world and the way you provide nursing care? You must answer the following questions in your response.
- What have you learnt about your own history, implicit bias, and privilege? How do you think it impacted your previous nursing practice?
- What is the expectation of the Australian standards, codes and guidelines in relation to working with people from other groups/cultures/backgrounds?
- What will you do to ensure that you reduce the negative impact and increase the positive outcomes of your history, implicit bias and privilege?
You should include at least 3 references for this entry. They should be no more than 5 years old.
Portfolio Entry 3: Cultural Safety (1000 words)
This section of the portfolio can be presented as a written piece (1000 words) such as an essay, a blog or a report.
- What is cultural safety? How would you explain it in your own words?
- What is the expectation of the Nursing and Midwifery Board of Australia in relation to practising cultural safety?
- Provide a reflection on your ability to provide culturally safe care in the past.
- Give a practical example of how you could provide culturally safe nursing practice that impacts the Social Determinants of Health. Ideally, this example should come from an area of nursing that you are interested in returning to.
You should include at least 3 references for this entry. They should be no more than 5 years old. At least 1 reference should be a journal article.
References
Andre, K., Heartfield, M., & Cusack, L. (2017). Portfolios for health professionals (3rd. ed.). Chatswood, NSW: Elsevier.
Nursing and Midwifery Board of Australia. (2018). Code of Conduct for Nurses. Retrieved from: https://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Professional-standards.aspx
Nursing and Midwifery Board of Australia. (2016). Registered Nurse Standards for Practice. Retrieved from: https://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Professional-standards/registered-nurse-standards-for-practice.aspx
Week 5 Friday (14 Aug 2020) 5:00 pm AEST
Remember to factor in time (approx 1 hour) to learn how to upload online assessments. There is information in "Moodle help" to assist you uploading assessments.
Week 8 Friday (11 Sept 2020)
Students who have received assessment extensions, or are undergoing academic integrity investigations may receive feedback later than the return date.
| High Distinction 85-100% | Distinction 75-84% | Credit 65-74% | Pass 50-64% | Fail <50% |
| Organisation (10%) An engaging and well-planned assessment. The assessment material is logical, clear, concise and persuasive. | A well-planned assessment The assessment material is logical and clear. At times it is not concise or persuasive. | Appropriately planned assessment. Adequately planned assessment. At times it is repetitive or lacks cohesion. It mostly proceeds logically. | Adequately planned assessment. At times it is repetitive or lacks cohesion. | The assessment does not follow a logical sequence. |
| Presentation (10%) Written material very well presented and free from errors. The assessment is within the set word count. | There are minor errors (e.g. 1 or 2 errors in spelling, grammar and paragraph structure) which do not greatly affect the meaning and flow of the assessment. The assessment is within the set word count. | There are some errors (e.g. 3 or 4 consistent errors with spelling, grammar and paragraph structure) which do not greatly affect the meaning and flow of the assessment. The assessment is within the set word count. | There are 4 or 5 inconsistent errors (spelling, grammar and paragraph structure) OR the errors impede meaning and flow of the assessment. The assessment is within the set word count. | Poorly presented assessment. There are many errors in spelling, grammar and paragraph structure. (> 5 errors). The word count has not been adhered to. |
| Informed argument (10%) Consistent and judicious integration of appropriate references to support and reflect all ideas, information and quotations. The minimum references are used (as outlined in the task). These may be peer-reviewed and grey literature. | Consistent integration of appropriate references to support and reflect ideas, information and quotations, with 1 exception. The minimum references are used (as outlined in the task). These may be peer-reviewed and grey literature. | Integrates appropriate references to support and reflect ideas, information and quotations, with 2 or 3 exceptions. The minimum references are used (as outlined in the task). These may be peer-reviewed and grey literature | Integrates appropriate references to support and reflect ideas, information and quotations, with 4 or 5 exceptions. The minimum references are used (as outlined in the task). These may be peer-reviewed and grey literature. | Fails to or infrequent attempts (>7 errors) to integrate appropriate references to support and reflect ideas, information and quotations. Less than the minimum references have been cited. |
| APA referencing (5%) Accurate APA referencing. No errors. | 1-2 consistent punctuation/formatting errors (that may be made multiple times). | Somewhat accurate APA referencing. 3 consistent punctuation/formatting errors (that may be made multiple times) OR 1-2 content errors. | Occasionally accurate APA referencing. 4 consistent punctuation/formatting errors (that may be made multiple times) OR 3-4 content errors. | APA referencing not used, or more than 4 inconsistent inaccuracies in content or punctuation/formatting. |
| Determinants of Health (15%) Thorough and analytical understanding of the connections between health outcomes and the social determinants of health, relevant to the assessment scenario. Novel and well-substantiated connections are made by the student. | Thorough and mostly analytical understanding of the connections between health outcomes and the social determinants of health relevant to the scenario. | An understanding of the connections between health outcomes and the social determinants of health relevant to the scenario. A limited analysis is present. | Some understanding between health outcomes and the social determinants of health, possibly not relevant to the scenario. No analysis is present. | Minimal/no demonstration of an understanding of the connections between health outcomes and the social determinants of health. |
| Reflection (20%) Insightful self-reflection. Previous nursing practice is considered with honesty and compared with the expectations of the NMBA. Plan for the future is evidence-based. | Detailed self-reflection. Previous nursing practice is considered and compared with the NMBA expectations. Plan for the future is mostly evidence-based. | Self-reflection is present. Previous nursing practice is acknowledged with some comparison with the NMBA expectations. Plan for the future is somewhat evidence-based. | Self-reflection is present but superficial. Previous nursing practice is compared with the NMBA expectations. There is a plan for the future which has limited support from contemporary literature. | Minimal/no personal reflection. No comparison of previous nursing practice with NMBA expectations. Plan for the future is not present or is vague. |
| Culturally Safe Nursing (30%) Insightful understanding of culturally safe nursing care. Integration of own experiences. | Detailed understanding of culturally safe nursing care. Integration of own experiences. | An understanding of culturally safe nursing care. Limited integration of own experiences. | Some understanding of culturally safe nursing care. No integration of own experiences. | Minimal/no understanding of culturally safe nursing care. |
- Analyse the role of government in the provision of healthcare in Australia
- Compare and contrast nursing roles in the contemporary models of healthcare used in Australia.
- Knowledge
- Cognitive, technical and creative skills
- Research
2 Written Assessment
Length: 2000 words (500 words manual + 1500 word scenario)
The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference list and appendices. It includes in-text references and direct quotations.
Referencing Style: APA
Format:
- Size 11 font (Arial)
- 1.5 spacing
You will work in your GAS groups in this assessment. You will submit individual assessments which demonstrate your individual understanding of the team activity.
Answers to all questions must be referenced appropriately according to APA referencing guidelines. A minimum of 5 references (overall) is needed to demonstrate adequate consideration of the topics. These references may be sourced from peer-reviewed journal articles and grey literature. One reference list should be provided at the end of the document.
You will work in your group to design a game intended to educate first-year nursing students about how health care is organised in Australia and the role of the nurse within the health care system.
Create an instruction manual for your game. The instruction manual must demonstrate your understanding of the Australian health care system, governance and the nurses' roles.
You may create the basic instruction manual together. However, each member of the group must choose a different people from the town of Wiimali to provide examples of how the game works and demonstrate their understanding of Australian health care system, governance and the nurses' roles.
It is expected that the examples will constitute three-quarters (1500 words) of the word-count.
Week 11 Friday (2 Oct 2020) 5:00 pm AEST
Remember to factor in time (approx 1 hour) to learn how to upload online assessments. There is information in "Moodle help" to assist you uploading assessments.
Assessments will be returned by the 23rd of October. Students who have received assessment extensions, or are undergoing academic integrity investigations may receive feedback later than the return date
| High Distinction 85-100% | Distinction 75-84% | Credit 65-74% | Pass 50-64% | Fail <50% |
| Organisation (10%) An engaging and well-planned assessment. The assessment material is logical, clear, concise and persuasive. | A well-planned assessment The assessment material is logical and clear. At times it is not concise or persuasive. | Appropriately planned assessment. It mostly proceeds logically. | A well-planned assessment The assessment material is logical and clear. At times it is not concise or persuasive. | The assessment does not follow a logical sequence. |
| Presentation (10%) Written material very well-presented and free from errors. The assessment is within the set word count and at least threequarters of the assessment is the student’s original work. | There are minor errors (in spelling, grammar and paragraph structure) which do not affect the meaning and flow of the assessment. The assessment is within the set word count and at least half of the assessment is the student’s original work. | There are some errors (errors with spelling, grammar and paragraph structure) which do not greatly affect the meaning and flow of the assessment. The assessment is within the set word count and at least half of the assessment is the student’s original work. | There are errors (spelling, grammar and paragraph structure) that impede meaning and flow of the assessment. The assessment is within the set word count and at least half of the assessment is the student’s original work. | Poorly presented assessment. There are many errors in spelling, grammar and paragraph structure which significantly reduce the readability of the document. The word count has not been adhered to OR less than half of the assessment is the student’s original work. |
| Informed argument (10%) Consistent and judicious integration of appropriate references to support and reflect all ideas, information and quotations. A minimum of 5 references is used. These may be peer-reviewed and grey literature. | Consistent integration of appropriate references to support and reflect ideas, information and quotations, with 1 exception. A minimum of 5 references is used. These may be peer-reviewed and grey literature | Integrates appropriate references to support and reflect ideas, information and quotations, with 2 or 3 exceptions. A minimum of 5 references is used. These may be peer-reviewed and grey literature. | Integrates appropriate references to support and reflect ideas, information and quotations, with 4 or 5 exceptions. A minimum of 5 references is used. These may be peer-reviewed and grey literature. | Fails to or infrequent attempts (>5 errors) to integrate appropriate references to support and reflect ideas, information and quotations. Less than 5 references have been cited. |
| APA referencing (5%) Accurate APA referencing. No errors. | 1-2 consistent punctuation/formatting errors (may be made multiple times). | Somewhat accurate APA referencing. 3 consistent punctuation/formatting errors (may be made multiple times) OR 1-2 content errors. | Occasionally accurate APA referencing. 4 consistent punctuation/formatting errors (may be made multiple times) OR 3-4 content errors | APA referencing not used, or more than 4 inconsistent inaccuracies in content or punctuation/formatting. |
| Knowledge (30%) Excellent understanding of the organisation of the Australian health care system and the role of the nurse within the system in consideration of the word count. Explanations is clear and concise | Excellent understanding of the organisation of the Australian health care system and the role of the nurse within the system in consideration of the word count. Explanation is clear but not concise. | Good understanding of the organisation of the Australian health care system and the role of the nurse within the system in consideration of the word count. Explanation is somewhat clear, but not concise. | Sound understanding of the organisation of the Australian health care system and the role of the nurse within the system in consideration of the word count. Explanation may lack clarity | Minimal/no understanding of the organisation of the Australian health care system and the role of the nurse within the system is demonstrated. |
| Analysis/Synthesis (35%) Student provides nuanced and authentic scenario examples that demonstrate their ability to analyse (deconstruct) and synthesise (reconstruct in new ways) information regarding the healthcare system and the nursing role. | Student provides authentic scenario examples that demonstrate their ability to analyse (deconstruct) and synthesise (reconstruct in new ways) information regarding the healthcare system and the nursing role. | Student provides scenario examples that demonstrate their ability to analyse (deconstruct) and synthesise (reconstruct in new ways) information regarding the healthcare system and the nursing role. | Student provides basic scenario examples that mostly demonstrate their ability to analyse (deconstruct) and synthesise (reconstruct in new ways) information regarding the healthcare system and the nursing role. | Game provides minimal/no examples OR the healthcare system and the nursing role explanation is not correct. |
- Research and assess the impact of the social determinants of health on common health conditions
- Apply a process of cultural safety to a range of scenarios with particular consideration of Aboriginal and Torres Strait Islander peoples and people of other cultures
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
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?
