Overview
In this unit, you will gain knowledge of Australia’s geographic and cultural diversity and the impact of these on the nation’s healthcare needs and health service delivery. You will review contemporary models of health services used to provide healthcare to populations in urban, rural and remote locations. The government's role in the provision of healthcare will be explored. You will analyse the social determinants of health by exploring colonisation, health inequity and culturally safe and equitable access to health care.
Details
Pre-requisites or Co-requisites
Must be enrolled in CL02 Graduate Certificate in Nursing (International 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 3 - 2019
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 Unit Evaluation Report
"I like the way the lectures were laid out for the students in moodle but I think the time needed to complete each module with lots of readings on it before the assessment's deadline is not enough. I maybe reading slowly than what I should do and this is my first time studying course online."
Reconsider the number of readings required in the unit. Create a schedule that outlines the unit activities and time to complete the activity.
Feedback from Unit Evaluation Report Classroom discussions
Students wanted more lecture time to go through activities and theory.
Increase the lecture time from 1hr to 2 hrs. Introduce study groups so that students can learn from one another.
Feedback from Unit Evaluation Report
While the content was heavy, the teaching staff presented it in a way that was easy to learn.
Continue with constructive alignment approach. Continue with consolidation activities which are aligned to lectures and the assignment. Compliment the teaching approach with study groups.
- Explore how Australia’s cultural and geographic diversity impacts on health and healthcare provision
- Apply a process of cultural safety with particular consideration of Aboriginal and Torres Strait Islander people
- Analyse the role of government in the provision of healthcare in Australia
- Evaluate nursing roles in contemporary models of healthcare used in Australia
The unit learning outcomes are linked to the following Nursing and Midwifery Board of Australia's 'Registered Nurses
Standards for Practice':
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 - Portfolio - 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 - Portfolio - 50% | ||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Zoom capacity (web cam and microphone)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
s.ohlin@cqu.edu.au
l.mainey@cqu.edu.au
Module/Topic
In this module, you will critically analyse your worldview. You will refresh and build upon your knowledge of the social determinants of health from the perspectives of race, gender, and displacement. We will finally comprehensively review and build upon your understanding of cultural safety.
Chapter
Please refer to:
1: You
2: Privilege and Intersection
In an effort to reduce the cost to students, there is no textbook associated with this Unit. In the event that a free, online resource link does not work, please let the Unit Coordinator know.
Events and Submissions/Topic
Read all the orientation materials (if you have not done so already).
Learn how to use Zoom for tutorials
Double check online Tutorial Times
Introduce yourself to the class on the activity forum
Module/Topic
This week is a continuation of week 1.
Chapter
Please refer to:
3. Be safe, culturally
4. Self-reflexivity
In an effort to reduce the cost to students, there is no textbook associated with this Unit. In the event that a free, online resource link does not work, please let the Unit Coordinator know.
Events and Submissions/Topic
Double check online Tutorial Times (please see Moodle for more information).
Double check Class Timetable (CL02 internal students only).
Please ensure all learning has been completed for the week prior to attending the Tutorial/Class.
Module/Topic
Over the next two weeks, we will examine the impact of select historical events and their associated health outcomes. We will also consider strategies for delivering healthcare that builds trust and relationships with people from diverse backgrounds.
Chapter
Please refer to:
1. Health consequences of our history
In an effort to reduce the cost to students, there is no textbook associated with this Unit. In the event that a free, online resource link does not work, please let the Unit Coordinator know.
Events and Submissions/Topic
Double check online Tutorial Times (please see Moodle for more information).
Double check Class Timetable (CL02 internal students only).
Please ensure all learning has been completed for the week prior to attending the Tutorial/Class.
Module/Topic
This week is a continuation of week 3.
Chapter
Please refer to:
2. Gender, violence & health
3. Social Justice & Building Relationships
In an effort to reduce the cost to students, there is no textbook associated with this Unit. In the event that a free, online resource link does not work, please let the Unit Coordinator know.
Events and Submissions/Topic
Double check online Tutorial Times (please see Moodle for more information).
Double check Class Timetable (CL02 internal students only).
Please ensure all learning has been completed for the week prior to attending the Tutorial/Class.
Module/Topic
This is a scheduled vacation week.
Chapter
There are no resources to access this week.
Events and Submissions/Topic
Please enjoy a well-earned rest.
Module/Topic
In this module, we will review the health of Australians with a special focus on the Australian Health Priority Areas.
Chapter
Please refer to:
1. Australian Population & Health Statistics
In an effort to reduce the cost to students, there is no textbook associated with this Unit. In the event that a free, online resource link does not work, please let the Unit Coordinator know.
Events and Submissions/Topic
Double check online Tutorial Times (please see Moodle for more information).
Double check Class Timetable (CL02 internal students only).
Please ensure all learning has been completed for the week prior to attending the Tutorial/Class.
Assessment 1 Due: Week 5 Monday (16 Dec 2019) 5:00 pm AEST
Module/Topic
This week is a continuation of week 5.
Chapter
Please refer to:
2. Australian Health Priority Areas
In an effort to reduce the cost to students, there is no textbook associated with this Unit. In the event that a free, online resource link does not work, please let the Unit Coordinator know.
Events and Submissions/Topic
Double check online Tutorial Times (please see Moodle for more information).
Double check Class Timetable (CL02 internal students only).
Please ensure all learning has been completed for the week prior to attending the Tutorial/Class.
Module/Topic
Over the next two weeks, we will review the development of specialist health services including Aboriginal and Torres Strait Islander Community Controlled Health Services and Migrant health services. We will analyse the contemporary role of health professionals within these services in delivering culturally safe care to their clients.
Chapter
Please refer to the following:
1. Community Controlled & Migrant Health Services
In an effort to reduce the cost to students, there is no textbook associated with this Unit. In the event that a free, online resource link does not work, please let the Unit Coordinator know.
Events and Submissions/Topic
Double check online Tutorial Times (please see Moodle for more information).
Double check Class Timetable (CL02 internal students only).
Please ensure all learning has been completed for the week prior to attending the Tutorial/Class.
Module/Topic
This week is a continuation of week 7.
Chapter
Please refer to:
2. Diversity among health professionals
In an effort to reduce the cost to students, there is no textbook associated with this Unit. In the event that a free, online resource link does not work, please let the Unit Coordinator know.
Events and Submissions/Topic
Double check online Tutorial Times (please see Moodle for more information).
Double check Class Timetable (CL02 internal students only).
Please ensure all learning has been completed for the week prior to attending the Tutorial/Class.
Module/Topic
Over the next 2 weeks, we will analyse the strengths and limitations of the different models of health care delivered across geographically and culturally diverse Australia. We will examine the features of our own profession and consider how this impacts on diverse patient groups. We will consider the importance of diversity in the nursing workforce and our own personal responsibilities delivering culturally safe nursing care.
Chapter
Please refer to:
1. Nursing in Australia - part 1
In an effort to reduce the cost to students, there is no textbook associated with this Unit. In the event that a free, online resource link does not work, please let the Unit Coordinator know.
Events and Submissions/Topic
Double check online Tutorial Times (please see Moodle for more information).
Double check Class Timetable (CL02 internal students only).
Please ensure all learning has been completed for the week prior to attending the Tutorial/Class.
Module/Topic
This is a continuation of week 9.
Chapter
Please refer to:
1. Nursing in Australia - part 2
In an effort to reduce the cost to students, there is no textbook associated with this Unit. In the event that a free, online resource link does not work, please let the Unit Coordinator know.
Events and Submissions/Topic
Double check online Tutorial Times (please see Moodle for more information).
Double check Class Timetable (CL02 internal students only).
Please ensure all learning has been completed for the week prior to attending the Tutorial/Class.
Module/Topic
This week is dedicated to your group work assignment
Chapter
No set readings have been prescribed.
Events and Submissions/Topic
Double check online Tutorial Times (please see Moodle for more information).
Double check Class Timetable (CL02 internal students only).
Please ensure all learning has been completed for the week prior to attending the Tutorial/Class.
Assessment 2 Due: Week 11 Monday (3 Feb 2020) 5:00 pm AEST
Module/Topic
Wrap up.
Chapter
No set readings have been prescribed
Events and Submissions/Topic
Double check online Tutorial Times (please see Moodle for more information).
Double check Class Timetable (CL02 internal students only).
Please ensure all learning has been completed for the week prior to attending the Tutorial/Class.
Module/Topic
Chapter
Events and Submissions/Topic
This term will be affected by the following National and University holidays: Christmas, New Year and Australia Day holidays.
1 Portfolio
Format: Word document
Word Count: 2500 words
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.
In week one, you undertook the Everyday Racism simulation activity. Use your avatar to complete ONE of the following assessments tasks.
Assessment Task A
Step 1. 1000 words – annotated bibliography component
Create a diagram (such as a mind map) that:
a) Demonstrates how everyday racism has affected your avatar’s social determinants of health.
b) Illustrates how your avatar is affected by intersectionality.
c) Hypothesises how racism might affect the health and well-being of your avatar.
Support this diagram with an annotated bibliography of contemporary (up to 5 years old) and seminal literature (from any time period) if relevant. You can source literature from peer-reviewed articles, textbooks or grey-literature. A minimum of 5 articles is needed to demonstrate adequate consideration of this topic.
Step 2. 1000 words – diary entry, 500 words - annotated bibliography.
Your avatar is receiving care in the hospital over two days. On day one, they receive culturally unsafe nursing care; on day two, they receive culturally safe nursing care.
Write diary entries from your avatar’s perspective that documents their experience and demonstrates the breadth of your knowledge on cultural safety.
Support this diagram with an annotated bibliography of contemporary (up to 5 years old) and seminal literature (if relevant). You can source literature from peer-reviewed articles, textbooks or grey-literature. A minimum of 5 articles is needed to demonstrate adequate consideration of this topic.
Assessment Task B
In week one, you undertook the Everyday Racism activity. Use your avatar to complete the following assessment.
Step 1. (1000 words)
Write an essay that:
a) Describes how everyday racism has affected your avatar’s social determinants of health
b) Analyses how your avatar is affected by intersectionality
c) Hypothesises how racism might affect the health and well-being of your avatar
Support your academic argument with contemporary (up to 5 years old) and seminal literature (if relevant). You can source literature from peer-reviewed articles, textbooks or grey-literature. A minimum of 5 articles is needed to demonstrate adequate consideration of topic.
Step 2. (1500 words)
Your avatar is receiving care in hospital over two days.
Write an essay that articulates how you would deliver culturally safe practice to your avatar. Provide examples of the specific nursing practices you would implement as well as broader healthcare practices.
Support your academic argument should with contemporary (up to 5 years old) and seminal literature (from any time period) if relevant. You can source literature from peer-reviewed articles, textbooks or grey-literature. A minimum of 5 articles is needed to demonstrate adequate consideration of the topic.
Week 5 Monday (16 Dec 2019) 5:00 pm AEST
If you have never uploaded an online assignment, it is strongly recommended that you factor in time to learn how to do this before the assessment deadline. There is information in "Moodle help" to assist you uploading assessments.
Week 8 Monday (13 Jan 2020)
Marking Criteria
Please refer to this marking criteria when answering the assessment questions. Prior to submission, we recommend you attempt to ‘mark yourself’ against the marking criteria. This ensures that you will be focussing on the same criteria your marker will focus on.
| High Distinction 85-100% | Distinction 75-84% | Credit 65-74% | Pass 50-64% | Fail Below 50% | |
| Structure 30% | |||||
| Efficacy and organisation 5% | |||||
| 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. | 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. A minimum of 10 references are 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 10 references are 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 10 references are 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 10 references are used. 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 10 references have been cited. | |
| APA referencing 5% | |||||
| Accurate APA referencing. No errors. | 1 consistent error (may be made multiple times). | 2 consistent errors (may be made multiple times). | 3 consistent errors (made multiple times). | APA referencing not used, or more than 3 consistent inaccuracies. | |
| Approach and Argument 70% | |||||
| Knowledge of Determinants of Health 15 % | |||||
| Thorough and analytical understanding of the connections between racism 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 racism and the social determinants of health relevant to the scenario. | An understanding of the connections between racism and the social determinants of health relevant to the scenario. Limited analysis is present. | Some understanding between racism 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 racism and the social determinants of health. | |
| Intersectionality 10% | |||||
| Detailed and analytical exploration of intersectionality and its affect, as relevant to the assessment scenario. Novel and well substantiated associations are made by the student. | Detailed and analytical exploration of intersectionality and its affect, as relevant to the assessment scenario. | An exploration of intersectionality and its affect, as relevant to the assessment scenario. Limited analysis is present | Some exploration of intersectionality and its affect, possibly not relevant to the scenario. No analysis is present. | Minimal/no exploration of intersectionality. | |
| Racism & Health Hypothesis 15% | |||||
| Detailed and analytical hypothesis regarding the effect of racism on health and well-being as relevant to the scenario. Novel and well substantiated conclusions are drawn. | Detailed and analytical hypothesis regarding the effect of racism on health and well-being as relevant to the scenario. | A hypothesis regarding the effect of racism on health and well-being as relevant to the scenario. Limited analysis is present. | Some suggestions regarding the effect of racism on health and well-being, possibly not relevant to the scenario. | Minimal/no hypothesis regarding the effect of racism on health and well-being. | |
| Culturally Safe Nursing Approach 30% | |||||
| Insightful understanding of nursing and healthcare approaches that integrates avatar’s personal experiences of racism with cultural safety best practice. | Insightful understanding of nursing and healthcare approaches that mostly integrates avatar’s personal experiences of racism with cultural safety best practice. | Understanding of culturally safe nursing and healthcare approaches. Limited integration of avatar’s personal experiences of racism to the approach. | Some understanding of culturally safe nursing and healthcare approaches. Not relevant to the scenario. | Minimal/no understanding of culturally safe nursing and healthcare approaches. | |
- Explore how Australia’s cultural and geographic diversity impacts on health and healthcare provision
- Apply a process of cultural safety with particular consideration of Aboriginal and Torres Strait Islander people
- Cognitive, technical and creative skills
- Self-management
- Ethical and Professional Responsibility
2 Portfolio
Format: Word document, double spaced
Length: 2100 words
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.
Short Answers
Answers to all questions must be referenced appropriately according to APA referencing guidelines. A minimum of 10 references is needed to demonstrate broad 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.
Australian citizens and residents who live with HIV and hold a Medicare card are provided with fully subsidised anti-retroviral (AVR) therapy under the Pharmaceutical Benefit Scheme (PBS) Highly Specialised Drugs program. Overseas born HIV-positive temporary residents are not entitled to the same level of care as permanent residents.
The individual State and Territory health departments have established systems to assist overseas-born HIV-positive temporary residents access AVR. Some states have introduced legislation and policy directives allowing ineligible HIV-positive people to access AVR for free. Other states do not have formal legislation and rely on philanthropic relationships with pharmaceutical companies that provide free AVR treatment through compassionate access schemes.
The following three questions relate generally to the above scenario.
Question 1
Explain the role and governance of Medicare and the Pharmaceutical Benefit Scheme (300 words).
Question 2
Compare and contrast the role of the Australian Federal and State/Territory Governments in governance and funding of health care (300 words).
Question 3
Analyse how the current healthcare governance for temporary residence might affect the screening, diagnosis and treatment of HIV. Your answer should consider the possible health outcomes for temporary residents who are HIV-positive as well as the outcomes for healthcare providers? (500 words).
Question 4
Nurse navigators are specialist registered nurses who assist people, with complex health needs or chronic conditions, to access the different levels of the health system. This question relates to nurse navigators and the Australian health system.
Write an academic essay that analyses the role of the nurse navigator. The essay should demonstrate your understanding of the different levels of the Australian healthcare system as well as compare and contrast the nurse navigator role with other nursing roles (1000 words).
Week 11 Monday (3 Feb 2020) 5:00 pm AEST
Please allow sufficient time to upload your assessment.
Exam Week Friday (21 Feb 2020)
Marking Criteria
Please refer to this marking criteria when answering the assessment questions. Prior to submission, we recommend you attempt to ‘mark yourself’ against the marking criteria. This ensures that you will be focussing on the same criteria your marker will focus on.
| High Distinction 85-100% | Distinction 75-84% | Credit 65-74% | Pass 50-64% | Fail Below 50% | |
| Structure 30% | |||||
| Efficacy and organisation 5% | |||||
| 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. | 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. A minimum of 10 references are 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 10 references are 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 10 references are 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 10 references are used. 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 10 references have been cited. | |
| APA referencing 5% | |||||
| Accurate APA referencing. No errors. | 1 consistent error (may be made multiple times). | 2 consistent errors (may be made multiple times). | 3 consistent errors (made multiple times). | APA referencing not used, or more than 3 consistent inaccuracies. | |
| Approach and Argument 70% | |||||
| Knowledge of Healthcare Governance 10 % | |||||
| Excellent understanding of the role and governance of Medicare and PBS provided in consideration of the word count. The explanation is clear and concise. | Excellent understanding of the role and governance of Medicare and PBS provided in consideration of the word count. The explanation is clear but not concise. | Good understanding of the role and governance of Medicare and PBS provided in consideration of the word count. The explanation is somewhat clear, but not concise. | Sound understanding of the role and governance of Medicare and PBS provided in consideration of the word count. The explanation may lack clarity. | Minimal/no understanding of the role and governance of Medicare and PBS provided. | |
| Federal and State Government Role in Healthcare 15% | |||||
| Detailed exploration of the role of the Federal and State/Territory Governments in health governance and funding. Exploration is clear and concise. | Detailed exploration of the role of the Federal and State/Territory Governments in health governance and funding. The explanation is clear but not concise. | An exploration of the role of the Federal and State/Territory Governments in health governance and funding is present. Limited comparison between the two types of government is present. | Some exploration of the role of the Federal and State/Territory Governments in health governance and funding is present. No comparison between the two types of government is present. | Minimal/no exploration of the role of the Federal and State/Territory Governments in health governance and funding is present. | |
| Analysis 15% | |||||
| Detailed and analytical hypothesis regarding the effect of healthcare governance relevant to the scenario. Novel and well-substantiated conclusions are drawn. | Detailed and analytical hypothesis regarding the effect of healthcare governance relevant to the scenario. | A hypothesis regarding the effect of healthcare governance relevant to the scenario is present. | Some suggestions regarding the effect of healthcare governance relevant to the scenario are provided. | Minimal/no hypothesis regarding the effect of healthcare governance relevant to the scenario. | |
| Nurse Navigator 30% | |||||
| Excellent understanding of nursing navigator role that integrates understanding of the broader Australian healthcare system as well as comparisons to other nursing roles. Analysis is clear and concise. | Excellent understanding of nursing navigator role that integrates understanding of the broader Australian healthcare system as well as comparisons to other nursing roles. Analysis is clear but not concise. | Sound understanding of nursing navigator role that integrates understanding of the broader Australian healthcare system as well as comparisons to other nursing roles. Analysis is somewhat clear but not concise. | Insightful understanding of nursing navigator role that integrates understanding of the broader Australian healthcare system as well as comparisons to other nursing roles. Analysis lacks clarity or is sparse. | Minimal/no understanding of nursing navigator role. No understanding of the broader Australian healthcare system. No comparisons to other nursing roles. | |
- Analyse the role of government in the provision of healthcare in Australia
- Evaluate nursing roles in contemporary models of healthcare used in Australia
- Knowledge
- Cognitive, technical and creative skills
- Self-management
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?
