SOCL19065 - Rural Communities and Health

General Information

Unit Synopsis

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

Level Undergraduate
Unit Level 2
Credit Points 6
Student Contribution Band 1
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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 3 - 2018

Term 1 - 2019 Profile
Online
Term 1 - 2020 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 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.

Assessment Tasks

Assessment Task Weighting
1. Written Assessment 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

No previous feedback available

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: Moodle unit evaluation
Feedback
Students felt the assessment feedback did no specifically show where each mark was lost and required clearer instruction on how to do the written assignments.
Recommendation
The marking guide will be revised to further clarify assessment requirements and standards of performance for different grades (Fail to High Distinction) . This will guide the student in what is expected for each assessment. Each marking criterion will explain what is being sought of the student and how marks will be allocated. A specific session will be undertaken with students to explain the marking guide and each of these criterion, to show students exactly how assignments will be marked.
Action Taken
The marking guide was revised.
Source: Moodle unit evaluation
Feedback
A useful unit for anyone wanting to work in regional and remote areas.
Recommendation
The content will continue to be updated to reflect the social, cultural and health issues in regional and remote communities
Action Taken
Content was updated.
Source: Moodle unit evaluation
Feedback
A useful unit for anyone wanting to work in regional and remote areas
Recommendation
Further resources for students to help them develop a sociological perspective will be added to the unit. The emphasis will be on supporting the different learning styles of students taking the unit.
Action Taken
More information about including a sociological perspective in unit assessments was added.
Source: Moodle unit evaluation
Feedback
The timing of assessments across the teaching term and the portfolio written assessment were positive features.
Recommendation
The portfolio assessment will continue to be used as a way for students to apply their learning, source evidence on topics and issues, and demonstrate originality and knowledge.
Action Taken
The portfolio assessment has continued.
Source: Moodle unit evaluation
Feedback
Concern by students about their more conservative views and values when topics examined social issues (DV, family violence), gender relations, etc., and when different perspectives put forward (e.g., Feminism).
Recommendation
Support students when discussions cover topics around family, gender, and race, and better explain material covering sociological perspectives. The aim is to create inviting discussion spaces and to focus on perspectives covered by the literature and supported by evidence.
Action Taken
Inviting discussion spaces and a focus on perspectives supported by evidence were used.
Source: 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
Action Taken
Nil.
Source: 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
Action Taken
Nil.
Source: 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.
Action Taken
Nil.
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 Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Written Assessment
2 - Written Assessment
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
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
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Written Assessment
2 - Written Assessment