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 - 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 Student Cohort
Face-to-face students faced disruption as they converted to online study.
Covid-19 was unprecedented and unexpected. Hopefully, what we have learnt from this experience can be refined and replicated should similar issues impact us.
Feedback from Student Cohort
Students appreciated the support of the teaching team.
1. Teachers to continue with their student-centred trauma-informed approach. 2. Creativity to be used in class to reduce anxiety and encourage higher-order thinking.
Feedback from Student Cohort
Assessment feedback was not released on time to students. Students would have appreciated more timely feedback on assessment one to prepare for their final assessment piece.
If a protracted emergency were to impact this unit again, it is recommended that marking relief is provided to allow unit coordinators to attend to other issues. Failing this, the unit coordinator should communicate early that there will be marking delays and inform the Deputy Dean of Learning and Teaching of the same.
- 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)
- 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.
s.ohlin@cqu.edu.au
l.mainey@cqu.edu.au
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1 Portfolio
UNIT CODE NURS20163
Australian Identity and Nursing Care
Assessment 1– Portfolio
Learning Outcomes Assessed
Aim
Instructions
Literature and references
Requirements
Resources
Submission
References
Week 5 Monday (14 Dec 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 (15 Jan 2021)
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. |
- 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
UNIT CODE NURS20163
Australian Identity and Nursing Care
Assessment 2– Written assessment
Type: Written assessment
Due date: Week 12 Monday 8th February 2021, 1700hrs
Weighting: 50%
Length: Word count 1500-1700
Unit Coordinator: Simone Ohlin
Learning Outcomes Assessed
2. Analyse the role of government in the provision of healthcare in Australia
3. Compare and contrast nursing roles in the contemporary models of healthcare used in Australia.
Aim
In this assignment you will demonstrate your knowledge of the role of government in the provision of healthcare as well as the impact of the different nursing roles in Australia. The aim of this assessment is to explore the decision making on nursing care.
Instructions
Australian aged care organisations are managed by the public and private sectors. The Royal Commission into Aged Care Quality and Safety Interim Report (2019) found that care is inconsistent with limited-to-no safeguards to ensure dependable quality care.
Write an academic essay that:
1. Analyses the role of the government in the provision of aged-care in Australia. You should provide a comparison with other healthcare sectors to demonstrate your understanding (e.g. primary care or tertiary care).
2. Describes and analyses the role of nurses in aged care, including nursing home, residential and home-based care. You should consider the Nurse Practitioner, Registered Nurse, Enrolled Nurse and Assistant Nurse.
Literature and references
In this assessment use at least 10 contemporary references (<5 years) 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 five elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian College of Nursing.
Requirements
1. Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 1.5 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
2. Please include a cover page that has the Unit name, code and assignment title. Your name and student number and the name of the lecturer.
3. Include page numbers on each page in a footer.
4. Write in the third-person perspective.
5. Use formal academic language.
6. Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
7. The word count is considered from the first word of the introduction to the last word of the conclusion. The word count excludes the reference list but includes in-text references and direct quotations.
Resources
1. You can use unit provided materials and other credible sources (e.g. journal articles, books) to reference your argument. The quality and credibility of your sources are important.
2. We recommend that you access your discipline specific library guide: the Nursing Resource Guide..
3. We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website.
4. For information on academic communication please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources including information for students with English as a second language.
5. Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
Learning Outcomes Assessed
Week 12 Monday (8 Feb 2021) 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 26th of February. 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 10 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 10 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 10 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 10 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 10 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. |
- 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.