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 Not Applicable
Credit Points 6
Student Contribution 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 

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 3 - 2019

Term 3 - 2019 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

This information will not be available until 8 weeks before term.
To see assessment details from an earlier availability, please search via a previous term.

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 Procedures for more details of interim results and final grades

Past Exams

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Previous Feedback

Term 1 - 2018 : The overall satisfaction for students in the last offering of this course was 4.3 (on a 5 point Likert scale), based on a 84.21% 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: Have Your Say
Feedback
My only complaint would be IT related. When studying by distance it is critical that IT works...I had a lot of problems with UCROO and TASAC was slow to respond, despite repeated messages. It was only when I said I was feeling quite isolated by not being able to communicate with my classmates on UCROO and pointed out that I had sent several messages and had no response that anything happened. At best, UCROO worked intermittently throughout the course for me.
Recommendation
UCROO has been removed. Discussions with the director of TaSAC have highlighted the communication breakdown in regards to UCROO. We have reverted to using Moodle Forums.
Action Taken
While UCROO was removed there was a glitch with Moodle at the beginning of the term. The problem was difficult for the Technology Assistance Centre to diagnose and students' learning was disrupted in the first week. Monitoring of the Moodle site, prior to "go-live" now takes place at the level of the Course Coordinator.
Source: Have Your Say
Feedback
Assessments. I find it so hard to focus on learning if assessments are taking too much of our time. It is overwhelming thus inhibiting me in focusing on my lectures. This might not be a problem of course if I focus more on enhancing my time management but not all students are like me who does not have kids.
Recommendation
Assessment items to be reduced from three to two pieces.
Action Taken
Assessment items have been reduced to two items.
Source: Have Your Say
Feedback
Anytime I was separated to a smaller group during a tutorial I found that I made a connection with other class mates and then continued to communicate with them via email. So breaking into smaller groups can be helpful and get the class talking more to each other outside of set tutorial times.
Recommendation
More opportunities for small group work will be incorporated into the tutorials. Students will be encouraged to use ZOOM to connect outside of the tutorials.
Action Taken
Group work is now being used and students are connecting through technology outside of the class.
Source: "Have your say" button Student conversations
Feedback
Some students would have liked a more multi-cultural focus to the Unit.
Recommendation
This unit has a strong focus on Aboriginal and Torres Strait Islander health and wellbeing which is communicated in the Unit Overview. This is an Australian Nursing and Midwifery Accreditation Council requirement. NURS20161 has been mapped to the Aboriginal and Torres Strait Islander Health Curriculum Framework. This strong focus and relevance of this perspective will be emphasised at the beginning of the Unit.
Action Taken
Nil.
Source: "Have your say" button Student conversations
Feedback
Students found the Unit to be important and interesting.
Recommendation
Students, particularly those who come from culturally and linguistically diverse backgrounds, found this Unit to be important. Study topics, such as internal bias and privilege, encouraged students to examine themselves and their own culture and consider how that would affect the way in which they delivered care.
Action Taken
Nil.
Unit learning Outcomes
This information will not be available until 8 weeks before term.
To see Learning Outcomes from an earlier availability, please search via a previous term.