NURS20161 - Contemporary Australian Healthcare

General Information

Unit Synopsis

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

Level Postgraduate
Unit Level 8
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 2 - 2022

Term 2 - 2022 Profile
Online
Term 1 - 2023 Profile
Online
Term 2 - 2023 Profile
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).

Assessment Overview

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.

Assessment Tasks

Assessment Task Weighting
1. Portfolio 50%
2. Written Assessment 50%

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

Past Exams

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Previous Feedback

Term 1 - 2020 : The overall satisfaction for students in the last offering of this course was 4.3 (on a 5 point Likert scale), based on a 60% response rate.

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.

Source: Unit evaluation report.
Feedback
Students had mixed feelings about the Mahara portfolio. Some enjoyed it and saw it's future utility, others found it extremely difficult to navigate.
Recommendation
We will continue to use Mahara in T2, 2019 to get more feedback data from the students. Further Mahara support will be provided.
Action Taken
Students found the Mahara portfolio was just another new technology they had to learn. Mahara was exchanged for a short-answer assessment presented as a single word-doc.
Source: Unit evaluation report.
Feedback
Students found the content to be organised and compelling. It changed their perspectives.
Recommendation
Ensure learning materials are contemporary. Use a variety of materials (videos, podcasts, articles).
Action Taken
The unit coordinator updated the unit to reflect the projected changes COVID-19 would have on the health system. She drew on the scholarly work she was conducting on trauma-informed practice and students were very appreciative of this content.
Source: Student conversations.
Feedback
Students found Moodle difficult to navigate.
Recommendation
Continue to rationalise the Moodle site. Provide more information during orientation week.
Action Taken
We continue to rationalise Moodle. The "tile" layout will take effect next term which will hopefully improve the student experience.
Source: SUTE data
Feedback
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.
Recommendation
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.
Action Taken
Nil.
Source: SUTE data
Feedback
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.
Recommendation
The unit coordinator was updating content in light of COVID-19 changes. It can now be released at the beginning of the term.
Action Taken
Nil.
Source: SUTE data
Feedback
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.
Recommendation
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.
Action Taken
Nil.
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Analyse the role of government in the provision of healthcare in Australia
  2. Research and assess the impact of the social determinants of health on common health conditions
  3. 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
  4. 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 • •
2 - Written Assessment • •
Alignment of Graduate Attributes to Learning Outcomes
• Advanced Level
• Professional Level
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 • •
Alignment of Assessment Tasks to Graduate Attributes
• Advanced Level
• Professional Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Portfolio • • •
2 - Written Assessment • • • • • •