CQUniversity Unit Profile
SOCL19065 Rural Communities and Health
Rural Communities and Health
All details in this unit profile for SOCL19065 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student).
The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.
General Information

Overview

This unit will prepare you for rural practice by providing an overview of rural Australia and its social, cultural, geographic, environmental and economic influences. Guided by a sociological perspective, you will gain an understanding of the historical transformation of rural Australia, and the social structures and cultural processes underpinning problems that characterise rural communities. The meaning of ‘rurality’ and the implications of ‘rurality’ for health and social service delivery and practice is covered from a range of viewpoints and experiences. You will develop an understanding of your role as professionals, and of rural health issues, including the health status of Aboriginal and Torres Strait Islander people. You will gain an appreciation of the unique features of rural service delivery in relation to the use of communication technology, rural practice models, and responses to natural disasters. This unit would be of particular interest to those planning to live and work in rural and remote Australia; including allied health practitioners, community development officers, nurses, paramedics and teachers.

Details

Career Level: Undergraduate
Unit Level: Level 2
Credit Points: 6
Student Contribution Band: 10
Fraction of Full-Time Student Load: 0.125

Pre-requisites or Co-requisites

Students are required to have completed 24 units of credit.

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 1 - 2019

Online

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).

Class and Assessment Overview

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Bundaberg, Cairns, Emerald, Gladstone, Mackay, Rockhampton, Townsville
Adelaide, Brisbane, Melbourne, Perth, Sydney

Assessment Overview

1. Written Assessment
Weighting: 50%
2. Written Assessment
Weighting: 50%

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.

Previous Student Feedback

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

Feedback

Wendy was very approachable and supportive. The markers provided excellent feedback.

Recommendation

This unit will continue to provide high quality teaching and learning

Feedback from Unit Evaluation

Feedback

Course Strengths - assessment variety was great, found both assessment pieces quite enjoyable and both challenging but rewarding for learning - assessment feedback was really fair and helpful

Recommendation

This unit will continue to provide high quality teaching and learning

Feedback from Unit Evaluation

Feedback

- include a quiz or another assessment piece so it's not too heavily weighted

Recommendation

A quiz used to be part of the assessment. There were many complaints about the quiz, so it was removed as an assessment item.

Unit Learning Outcomes
On successful completion of this unit, you will be able to:
  1. Use a sociological perspective to discuss the impacts of global forces, historical changes and rural culture on the social organisation of Australian rural communities
  2. Identify the social-structural characteristics of rural areas and the factors (social, economic, cultural) that influence the health of rural Australians, and delivery of health care to rural and remote areas
  3. Describe the health issues experienced by Aboriginal and Torres Strait Islander people and other social groups (e.g. new migrants, people living with disability) living in rural and remote communities
  4. Explain the role of the health professional working and living in rural and remote Australia, and the rewards and challenges this provides
  5. Compare and contrast the various health service delivery models used in rural and remote communities.
Alignment of Learning Outcomes, Assessment and Graduate Attributes
N/A Level
Introductory Level
Intermediate Level
Graduate Level
Professional Level
Advanced Level

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Written Assessment - 50%
2 - Written Assessment - 50%

Alignment of Graduate Attributes to Learning Outcomes

Graduate Attributes Learning Outcomes
1 2 3 4 5
1 - Communication
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
5 - Team Work
6 - Information Technology Competence
7 - Cross Cultural Competence
8 - Ethical practice
9 - Social Innovation

Alignment of Assessment Tasks to Graduate Attributes

Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Written Assessment - 50%
2 - Written Assessment - 50%
Textbooks and Resources

Textbooks

There are no required textbooks.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
Referencing Style

All submissions for this unit must use the referencing styles below:

For further information, see the Assessment Tasks.

Teaching Contacts
Wendy Hillman Unit Coordinator
w.hillman@cqu.edu.au
Schedule
Week 1 Begin Date: 11 Mar 2019

Module/Topic

Sociology, the sociological imagination & identity

Chapter

Willis (2011) – CRO

Yuill, Gibson & Thorpe (2011) - CRO

Sullivan & Lane West-Newman (2007) - CRO

Events and Submissions/Topic

Week 2 Begin Date: 18 Mar 2019

Module/Topic

Australian rural society & rurality

Chapter

Botterill (2006) e-journal

Events and Submissions/Topic

Week 3 Begin Date: 25 Mar 2019

Module/Topic

Rural culture & social conditions AND the global forces and politics in rural communities

Chapter

Bryant & Garnham (2015) e-journal

Hogan & Lockie (2013) e-journal

Woods (2006) e-journal

Events and Submissions/Topic

Week 4 Begin Date: 01 Apr 2019

Module/Topic

Rural health

Chapter

Bourke et al. (2010) e-journal

Bourke et al. (2012) e-journal

Dixon & Welch (2000) e-journal

Events and Submissions/Topic

Week 5 Begin Date: 08 Apr 2019

Module/Topic

Health & wellbeing of Indigenous Australians in rural communities

Chapter

McBain-Rigg & Veitch (2011) e-journal

Smith (2016) - CRO

See the Week 5 block on Moodle for further resources

Events and Submissions/Topic

Vacation Week Begin Date: 15 Apr 2019

Module/Topic

Chapter

Events and Submissions/Topic

Week 6 Begin Date: 22 Apr 2019

Module/Topic

Rural issues 1: Ageing, people with a disability & youth suicide

Chapter

Bourke (2003) e-journal (youth)

Garnham & Bryant (2013) e-journal (ageing)

Events and Submissions/Topic

Portfolio (2,000 words) Due: Week 6 Wednesday (24 Apr 2019) 11:45 pm AEST
Week 7 Begin Date: 29 Apr 2019

Module/Topic

Rural issues 2: Rural women and Domestic Violence & family violence

Chapter

Grace & Lennie (1998) e-journal

Wendt (2009) e-journal

Events and Submissions/Topic

Week 8 Begin Date: 06 May 2019

Module/Topic

Rural issues 3: Migrant Ethnic minorities - diverse cultures & histories

Chapter

Schech (2014) e-journal

Townsend & Pascal (2012) e-journal

Events and Submissions/Topic

Week 9 Begin Date: 13 May 2019

Module/Topic

Living and working in rural, regional & remote Australia

Chapter

Jervis-Tracey et al. (2012) e-journal

Keane, Lincoln &Smith (2012) e-journal

Events and Submissions/Topic

Week 10 Begin Date: 20 May 2019

Module/Topic

Working with Indigenous Australians in rural communities

Chapter

Bennett, Zubrzycki & Bacon (2011)

Hooper, Thomas & Clarke (2007) e-journal

Walker & Sonn (2010) - internet article

See the Week 10 block on Moodle for further resources

Events and Submissions/Topic

Week 11 Begin Date: 27 May 2019

Module/Topic

Professional practice in rural areas

Chapter

Beddoe & Burley (2012) - CRO

Bryant et al. (2015) e-journal

Events and Submissions/Topic

Essay (2,500 words) Due: Week 11 Friday (31 May 2019) 11:45 pm AEST
Week 12 Begin Date: 03 Jun 2019

Module/Topic

Opportunities & challenges of professional practice in rural communities

Chapter

Dellemain & Warburton (2013) e-journal

Dew et al. (2012) e-journal

Events and Submissions/Topic

Review/Exam Week Begin Date: 10 Jun 2019

Module/Topic

Chapter

Events and Submissions/Topic

Exam Week Begin Date: 17 Jun 2019

Module/Topic

Chapter

Events and Submissions/Topic

Assessment Tasks

1 Written Assessment

Assessment Title
Portfolio (2,000 words)

Task Description

The purpose of the portfolio is to get you to make connections between the unit material and real life application and issues surrounding rural communities, and working and living in rural communities in Australia. At some point in your professional career you will treat people who work and live in rural and remote areas of Australia. You will need to have an understanding of rural/urban differences generally in order to deliver the best care and support possible.

You need to select and complete four (4) portfolio questions on the template provided on the unit Moodle site. Each answer response must be 500 words (+/-10%) for a total word count of 2,000 words (+/-10%). Each answer needs to show a word count at the end. In your answers you are encouraged to use examples where possible to make and support points, and to illustrate your understanding to the marker.

Each answer needs to: address the question, use relevant sociological key concepts, reference sociological literature, show understanding of issues and key concepts, and provide a meaningful critique. The list of questions are drawn from content covered in weeks 1 – 5 of the unit.

Question 1.
Using a sociological perspective examine a social issue in a rural and/or remote Australian community (apply the sociological imagination of History, Structure and Culture to a social issue to elaborate and explain your discussion).
Question 2.
What is one (1) of the main challenges facing rural and remote practitioners in contemporary Australia? (use supporting evidence and examples to backup your argument)
Question 3.
Define "Rurality" and explain its importance in rural and remote Australia.
Question 4.
Explain why Indigenous people living in rural or remote areas have lower health outcomes than the Australian urban population.
Question 5.
Explain how disability impacts population health outcomes in a rural and remote Australian context.

Use of sociological references to inform your answers is essential to presenting a sociological understanding and perspective. You may elect to use either the APA or Harvard (author-date) referencing styles (see the two referencing style guide in the Assessment block).

The aim of this assessment is for you to demonstrate competency in the stated unit learning outcomes and facilitate online discussion amongst other students. You are encouraged to discuss the questions with other students in the Assessment Discussion Forum in order to expand your knowledge and learn from your peers. Through use of the discussion forum you will receive guidance and input from the Unit Coordinator on your sociological thinking and academic writing style prior to submission of this assignment. Please do not post drafts or written out ideas of your work to the discussion forum as this could result in plagiarism. Instead bring to the discussion your insights, useful references, examples and questions. In the portfolio, you are required to demonstrate that they have engaged with and understood the unit material, as opposed to repeating back information given in the lecture notes and set readings.

Instructions to students
The word count is measured from the first word of the answer to the last word of the answer and includes in-text referencing. The reference list is not included in the word count. A 10% leeway is permitted on either side of the word count. If you exceed the word limit, only the first 500 words (+10%) will be read and marked. When answering the question you do not need to restate it at the beginning of your answer.

Overuse of direct quotes detracts from the originality of the writing and will result in a loss of marks. As a general rule direct quotes should not comprise more than 10% of the word count. The writing standard expected is that of an advanced unit level and with academic style presentation.

Include a Title page at the front with:
- student name
- student number
- unit code
- unit name
- term date and year
- names of unit coordinator
- name of assignment
- due date for submission (if an approved extension has been given, include the new submission date)
- your final word count.

Within the portfolio you are required to:
- Write in the third person (e.g. do not use ‘I’, or ‘me’)
- Use double-line spacing and Arial 11-point font
- Include a reference list correctly formatted to APA 6th Edition (2010) or Harvard (author-date) (Term 1 2017 Edition) referencing style
- Submit your assignment by the due date and allow several minutes for submission to be completed. Contact your unit coordinator if you are in doubt about your submission upload and include a copy of your assignment in the email as proof of completion
- Upload with the file named in the following format: Surname_ First name_ Student number_ A1.


Assessment Due Date

Week 6 Wednesday (24 Apr 2019) 11:45 pm AEST

Wednesday 24 April, 2019


Return Date to Students

Week 8 Wednesday (8 May 2019)

As per University policy marked assignments have a 14 day turnaround time.


Weighting
50%

Assessment Criteria

In the Assessment block on the unit Moodle site you will find the assessment criteria, along with a number of other resources to assist you with completing your assignment to the required academic standard.

Assessment criteria are the features that your assignment will be evaluated against and they are presented in a table format. Please refer to this table while preparing your assignment and prior to submission.

Below are the three criteria and their weightings:
- Structure and design (20%)
- Approach and argument (60%)
- Referencing (20%)
Please contact the unit coordinator if you have any questions or are uncertain of what is required for the assessment. While the unit coordinator can not read and give comment on a draft assignment they can discuss with you the arguments, ideas and theories used in the preparation of your assignment.


Referencing Style

Submission
Online

Submission Instructions
Students MUST submit their essay as a Word file to enable marking and comments to be added.

Learning Outcomes Assessed
  • Use a sociological perspective to discuss the impacts of global forces, historical changes and rural culture on the social organisation of Australian rural communities
  • Identify the social-structural characteristics of rural areas and the factors (social, economic, cultural) that influence the health of rural Australians, and delivery of health care to rural and remote areas
  • Describe the health issues experienced by Aboriginal and Torres Strait Islander people and other social groups (e.g. new migrants, people living with disability) living in rural and remote communities


Graduate Attributes
  • Communication
  • Problem Solving
  • Critical Thinking
  • Information Literacy
  • Information Technology Competence

2 Written Assessment

Assessment Title
Essay (2,500 words)

Task Description

This assignment requires you to write an essay based on two scenarios given to you and using academically credible literature and other associated relevant documents to support your introduction, discussion and conclusion. The essay gets you to engage with two individuals from some of the culturally diverse groups that live and work in rural and remote Australian communities.


The following task is a problem based learning activity that requires you to write an essay on both scenarios. You are encouraged to discuss the two scenarios with other students on the Assessment Discussion Forum and to review the supporting literature in order to treat the person effectively and provide the most appropriate support. Please do not share your written out ideas, or draft assignment with others as this can lead to plagiarism.

The purpose of this task is to prepare you for professional practice in rural and remote communities, and to understand the whole person through a broader lens.

Your essay needs to address the following two areas in the discussion:

1. Historical and contemporary social and cultural issues to accessing health care

2. Action that professionals can take to improve access, health outcomes and delivery of services to people from rural communities and culturally diverse backgrounds.

Scenario 1.

James Bell is an 80-year-old farmer who lives alone in the farmhouse where he grew up. It is located 20 miles outside of town. James has been a widower for 10 years. His son, Adrian, manages the farm now, but James is still involved in the decision making. James's current medical problems include insulin dependent diabetes complicated by an open foot wound. He also has some incontinence and difficulty sleeping.

James is awaiting a visit from the home health nurses. He relates that he has an open wound on his big toe that developed after walking in a new pair of shoes. When his daughter-in-law Allison saw the wound, she called the family doctor, who suggested a visit by the wound care nurse who works with the home health agency. James agreed as long as his Medicare benefits cover the costs. James is aware that his son and daughter-in-law have concerns about him living alone, but James insists that while he needs a little help from Adrian and Allison at times, he is still capable of caring for himself.

Scenario 2.

Maria is a 62-year-old Greek woman living in a rural town in outback Queensland, and who suffers from hypertension. In the past two years, she had been seen by several doctors, had multiple tests to rule out any underlying aetiology, and tried a variety of medications to control her blood pressure. Despite these efforts, her blood pressure has been poorly controlled. The patient, whose primary language is Greek, has very limited English skills, but has refused an interpreter at all clinic appointments. It appears that the patient has been non-compliant with taking the anti-hypertension medicine, only taking it when she felt tense or stressed. Maria is illiterate and does not understand the complex medication regimen she had been given.  For Maria to manage her long term health and functionality, she needs to adhere to this ongoing treatment.

Based on the material covered in the unit, think about the various barriers and issues, and socio-cultural factors impeding James and Maria’s recovery. Also, think about what may be some of the issues for Maria and her professional health care person that may be impeding her access to services, treatment and management to better her health and well-being outcomes. Consider options available for James to access health services and to gain the necessary support he requires to manage the challenges confronting him.

To gain more insight into these two scenarios reflect on the broader social structures (social class, age, gender, ethnicity), cultural norms and expectations, and past history of rural communities and Australian society.

Instructions to Students

You are expected to utilise the electronic databases available through the library website to access peer-reviewed sociology journal articles and newspaper articles. Other sources of use include government reports, government and professional protocols/ guidelines and good (reputable) internet sites. Use reputable and quality sources and references to complete your assignment. Look to use references that are: current (less than five years old), objective/unbiased, relevant and from authority sources (e.g. academic journals, Queensland Health, Queensland Health Aboriginal and Torres Strait Islander Cultural Capability Framework 2010-2033).

Failure to use any references in each of your answers will result in zero marks. Correct referencing using one of the two listed referencing styles must be used to acknowledge information sources and any direct quotes. Do not quote or use the lecture notes and study guide. This is a sociology assessment and you are required to source sociological references (not psychology or medical references).

Marks will be deducted for exceeding the set word limit, using bullet points or numbered lists, not using and citing references, not using correctly either the APA or Harvard (author-date) referencing style.

The word count is measured from the first word of the answer to the last word of the answer and includes in-text referencing. The reference list is not included in the word count. A 10% leeway is permitted on either side of the word count. When answering the question you do not need to restate it at the beginning of your answer.

Include a Title page at the front with:

- student name

- student number

- unit code

- unit name

- term date and year

- names of unit coordinator

- name of assignment

- due date for submission (if an approved extension has been given, include the new submission date)

- your final word count.

Within the essay you are required to:

- Write in the third person (e.g. do not use ‘I’, ‘me’)

- Use double-line spacing and Arial 11-point font

- Include a reference list correctly formatted to APA 6th Edition (2010) or Harvard (author-date) (Term 1 2017 Edition) referencing style

Submit your assignment by the due date and allow several minutes for submission to be completed. Contact your unit coordinator if you are in doubt about your submission upload and include a copy of your assignment in the email as proof of completion. Upload with the file named in the following format: Surname_ First name_ Student number_ A2.


Assessment Due Date

Week 11 Friday (31 May 2019) 11:45 pm AEST

Friday 31 May, 2019


Return Date to Students

Review/Exam Week Friday (14 June 2019)

As per University policy marked assignments have a 14 day turnaround time.


Weighting
50%

Assessment Criteria

In the Assessment block on the unit Moodle site you will find the assessment criteria, along with a number of other resources to assist you with completing your assignment to the required academic standard.

Assessment criteria are the features that your assignment will be evaluated against and they are presented in a table format. Please refer to this table while preparing your assignment and prior to submission.

Below are the three criteria and their weightings:
- Structure and design (20%)
- Approach and argument (60%)
- Referencing (20%)

Please contact the unit coordinator if you have any questions or are uncertain of what is required for the assessment. While the unit coordinator can not read and give comment on a draft assignment they can discuss with you the arguments, ideas and theories used in the preparation of your assignment.


Referencing Style

Submission
Online

Submission Instructions
Please submit your assignment in a Word document format o enable marking and feedback comments.

Learning Outcomes Assessed
  • Use a sociological perspective to discuss the impacts of global forces, historical changes and rural culture on the social organisation of Australian rural communities
  • Identify the social-structural characteristics of rural areas and the factors (social, economic, cultural) that influence the health of rural Australians, and delivery of health care to rural and remote areas
  • Describe the health issues experienced by Aboriginal and Torres Strait Islander people and other social groups (e.g. new migrants, people living with disability) living in rural and remote communities
  • Explain the role of the health professional working and living in rural and remote Australia, and the rewards and challenges this provides
  • Compare and contrast the various health service delivery models used in rural and remote communities.


Graduate Attributes
  • Communication
  • Problem Solving
  • Critical Thinking
  • Information Literacy
  • Information Technology Competence
  • Cross Cultural Competence
  • Ethical practice

Academic Integrity Statement

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?