[ANSWER] NURBN1016 Prımary Health 1: Determınants of Health

TASK DESCRIPTION about Determınants of Health

Course Description (Higher Education)

Institute / School:            Institute of Health and Wellbeing

Course Title                        PRIMARY HEALTH 1: DETERMINANTS OF HEALTH

Course ID                            NURBN1016

Credit Points                      15.00

Teaching Period               2023/20

Course Coordinator        Dean Whitehead

Pre-requisite(s) Nil

Co-requisite(s)                  Nil

Exclusion(s)                     Nil

ASCED Code                  060301

Brief Description of the Course

This course introduces the determinants of health and explores contemporary concepts surrounding the physical, mental and social dimensions of health and well-being of populations from pre- conception to end of life. In this context, it will examine how nurses and midwives might begin to better understand, identify and address health care deficits experienced by individuals, groups, communities and populations including vulnerable groups globally, with a specific focus on the Australian context.

This course focuses on social and individual determinants of health to enable the student to appreciate and understand person/woman-centred care and the complexities in delivering healthcare from a global perspective.

Grade Scheme                                  Graded (HD, D, C, P, MF, F)

Placement Component                No

Supplementary Assessment      Yes

Where supplementary assessment is available a student must have failed overall in the course but gained a final mark of 45 per cent or above and submitted all major assessment tasks.

Program Level

Organisation

Delivery Mode Regular semester Staff

Refer to timetable: see mySchedule.

Timetables are subject to change and students are encouraged to check with timetabling and the Moodle shell for updates.

Learning Outcomes

Knowledge

K1.     Identify and discuss the determinants of health (individual, social, environmental, economic, biological, behavioural, cultural, geographical etc.) and describe the measures applied to determine health status

K2.     Discuss health and social policy in relation to the impact on health determinants of health outcomes for populations and population groups including vulnerable groups from pre-conception to end of life in a global and an Australian context

K3.     Discuss and appraise the importance of public health policy from a local, state, national and global perspective and its implication for nursing, midwifery, and health care in multiple care settings

K4.     Demonstrate an understanding of primary health care, public health and the determinants of health care system and nursing and midwifery roles in the Australian and the global context

Skills

S1.     Critically appraise government policy and funding sources for population health, primary health care and public health initiatives in Australia

S2.     Integrate and adapt new understandings of cultural awareness, sensitivity, safety and competence in work practices

S3.     Use various forms of media to research and present information about the determinants of health of individuals, groups, communities and populations including vulnerable populations

Application of knowledge and skills

A1.     Categorize and interpret health and social data related to the determinants that impact upon the health of individuals, groups, communities and populations in Australia and across the world

A2.  Research and appraise subjective and objective data on health and health determinants as these relate to individuals, groups and communities including vulnerable groups and the relationship to the diversity of nursing and midwifery roles in the context of person/woman-centred care

Content

The NMBA Registered Nurse Standards for Practice (2016); NMBA Code of Conduct for Nurses (2018) and Code of Ethics for Nurses (2018), NMBA Midwife Standards for Practice (2018); NMBA Code of Conduct for the Midwife (2018), and ICM/NMBA Code of Ethics for the Midwife (2014) and National Safety and Quality Health Service (NSQHS) Standards (2017) and National Health Priority areas have substantially informed the syllabus/content of this course.

• Models of healthcare, biomedical model, the social model of health, health sociology
•  Organisation of health care in Australia – Government structure and function for health and health care
•  Population Health, primary health care, public health care system in the Australian Health System context
• Terminology – culture, ethnicity, ethnocentrism, cultural awareness, cultural diversity, racism, feminism, vulnerability, health inequality, health equity and inequity, social justice
•  Health determinants – risk and protective factors that impact health
•  Social and demographic measures of health and health status in Australia   Concepts of person centred and woman centred care
•  Mental and emotional health concepts, social, mental and physical wellbeing
•  Health and community health care roles (midwifery-led care, pre-conceptation to postnatal care, sexual and reproductive health, community nursing, mental health nursing, maternal and child health nursing, school nursing).

Graduate Attributes

Federation graduate attributes statement. To have graduates with knowledge, skills and competence that enable them to stand out as critical, creative and enquiring learners who are capable, flexible and work ready, and responsible, ethical and engaged citizens.

Planned Student Learning

A 15-credit point course typically involves a minimum of 150 hours of learning, that may include scheduled (timetabled) and unscheduled, flexible and self-paced activities. The scheduled hours of student learning will be experienced primarily through on-campus and/or online engagement opportunities with peers and teaching staff. For approximately every hour of scheduled or directed activity, a minimum of two hours of student directed learning is expected.

Unscheduled, flexible and self-paced activities do not require a set day, time or location and require students to work independently. These will include established learning activities, associated independent learning, background reading/research and completion of assessment. Students are expected to access electronic research databases and use computers to facilitate their learning.

Learning Tasks and Assessment

Planned Student Learning Experience

A 15-credit point course will involve a minimum of 150 hours of learning. For every one hour of teacher- directed learning, there will be a minimum of two hours of student/learner directed learning. The teacher- directed hours of student learning in this course will be experienced primarily through teaching innovations like interactive technology enhanced learning, class discussions, audio-visual presentations, flexible blended and on-line learning, low and high fidelity simulations, exploration of case studies and inquiry-based learning.

You are expected to attend all scheduled classes and active participation is encouraged during class sessions. Attendance at all residential intensives (flexible students), clinical placement and laboratory sessions is compulsory.

Learner-directed hours will include focused learning activities, simulated laboratory learning, practice and reflection on practice, and role modelling. Students are expected to access electronic research databases and use computers to facilitate learning.

The following tasks will be graded.

Final test

No final test

Instructions for NURBN 1016 Assessment Tasks:

80% attendance/engagement requirement

Assessment Type: attendance and completion of course materials

Weight: Hurdle

To be eligible to pass this course, standard and flexible students must attend at least 80% of the allocated tutorial learning sessions and complete at least 80% of the lesson books for each module in Moodle.

Any standard and flexi students who miss a tutorial learning session must watch the recorded active learning session for the Flexi session each week on Moodle and complete the engagement activity for that module to meet their 80% attendance requirement.

Assessment Task 1: Community assessment presentation:

This task is due Week 6 on Mon, Aug 21, 2023 – at 23:59 hrs. This assessment task is to be submitted electronically through Turnitin via the Moodle link on or before the due date.

Word count: Equivalent to 1600 words

Minimum of references – 8 current and appropriate, peer-reviewed references/online sources

APA 7th edition style referencing

The weighting of the overall mark: 45%

The Assessment Task:

You will create a 10-minute slide presentation (10 slides maximum – not including the Cover slide or the reference/source list slides) with voiceover narration. This will be a slide presentation using a platform of

your choice (such as PowerPoint or Google Slides), to discuss the selected issues presented in this assessment. The presentation should include relevant and appropriate images, charts, infographics, links, and other visual elements that support your presented narrative.

You are to choose TWO determinants of health from the list provided below:

• Education
• Employment  
• Income
• Housing

You will choose an Australian Local Government Area (LGA) to focus on for this Course and both assessments – and apply your TWO chosen determinants of health. Your chosen LGA can be where you currently live or a different LGA.

Included in your presentation will be:

Your understanding of each determinant as it applies to the overall health of a community.

Health-related information about your Local Government Area (LGA) – as it applies to each of the chosen TWO determinants of health.

The use of appropriate literature/sources to support your presentation.

Logical slide presentation headings should include:

Introduction: Introduce the community you have chosen and provide some general information about it.

Demographics: Discuss the population size, age distribution, ethnic makeup, income levels, education levels, and any other relevant demographic information.

Geographic Location and Features: Describe the community’s geographic location and any important physical features.

History and Culture: Discuss the history of the community, cultural practices, values, traditions, languages spoken, and religious beliefs.

Health and Social Indicators: Present key health and social indicators such as rates of disease, access to healthcare, crime rates, educational attainment, unemployment rates etc.

Key Issues/Challenges: Discuss the TWO main determinants of health issues or challenges that you have chosen from the list given facing the community.

Conclusion/summary: Summarise the main points of your investigation and present overall findings about the community.

Reference list: The information includes any in-text referencing used within a reference list. NOT included in the slide count.

• Include a Cover Slide (first slide – NOT included in the slide count) that includes:
• Student Name
• Student ID
• Name of Course
• Name of Assessment
• Course Coordinator

Further information about the assignment will be provided in class time

Further instructions appear on the Moodle page under assessment, Assessment Task 1.

Assessment Task 2: Reflective essay

This task is due Week 11 – Mon, Oct 2 – at 23:59 hrs. This assessment task is to be submitted electronically through Turnitin via the Moodle link on or before the due date.

Word Count: Equivalent 2000 words (+/- 10%). Includes the in-text referencing citations. This does NOT

include the reference list. Double-spaced with headings Calibri 11-point font.

Minimum of references – 10 current and appropriate, peer-reviewed references

APA 7th edition style referencing

The weighting of the overall mark is 55%

The Assessment Task:

This assessment is a written (Word document) reflective essay, which builds (scaffolds) on the TWO chosen determinants of health in the Assessment Task 1 presentation related to the same Local Government Area (LGA) chosen in Assessment Task 1. You are required to produce an academic essay about your chosen LGA and your chosen TWO determinants of health undertaken in Assessment Task 1. Local government areas (LGAs) differ across Australia and Victoria.

The health needs of a community are unique and specific to the area within which the community is located. Determining what those specific health needs are requires a reflective analysis to gain further understanding of the complex elements that contribute to the health status of that LGA community – which we call a “community profile”.

Logical essay headings should include:

Introduction

A brief overview of the chosen Local Government Area (LGA)

Examination of Health Determinant 1

Examination of the first chosen health determinant

How it impacts the health of the community within the LGA

• Identify what are the protective or risk factors for this community and what relevant resources and support services are available for the risk factors. Relevant data/statistics
• Discuss one relevant health policy for this health determinant related to this community

Examination of Health Determinant 2

Examination of the second chosen health determinant

How it impacts the health of the community within the LGA

Identify what are the protective or risk factors for this community and what relevant resources and support services are available for the risk factors. Relevant data/statistics

• Discuss one relevant health policy for this health determinant related to this community

Strategies and Recommendations

Discuss potential strategies or interventions that could improve health outcomes related to the examined determinants

Recommendations for local government, healthcare providers, or community organizations

Conclusion/summary

Summarise key points and draw conclusions

Use the Federation University Library Database store – consider searching in the databases around health and health professions such as CINAHL, ERIC, SAGE or PROQUEST. These can all be found following the database link on the Library`s site.

• Include a Cover page (first page) that includes:
• Student Name
• Student ID
• Name of Course
• Name of Assessment
• Course Coordinator
• Word count

Further information about the assignment will be provided in class time

Further instructions appear on the Moodle page under assessment, Assessment Task 2

Submission and Return of Student Work Marking and Results

Marking of assessment tasks will be conducted by both academics and qualified external markers and results will be made available within a 3-4 week turn-around period as per Federation policy. Results for the final assessment task will be withheld and NOT released to students until after the University Ratification Process at the end of semester and the official course grades are released to students (see Federation policy).

Re-marking of assessment tasks

Students may request an assessment task be remarked in circumstances where the student presents a case arguing that the original marking was unfair or inconsistent with marking criteria. Students must provide a clear justification that the work has not been assessed in accordance with the marking guide or the guidelines outlined in the Course Descriptor.

This request must be emailed to the Course Coordinator within 14 days of receipt of the original marked assessment task. The Course Coordinator will then consider the case and make a judgement to support or deny the request for re-assessment. In the event the Course Coordinator supports a claim for re-assessment, they will nominate a person who was engaged in

the initial pre-assessment moderation process to assess a clean unmarked copy of the work. The result of the remark will be recorded as the final mark for that assessment task, irrespective of its position relative to the original mark. If the student remains dissatisfied with the outcome, then normal School procedures for handling appeals are to be followed.

End of Semester Supplementary Assessment

Students may be eligible for supplementary assessments at the end of the semester if they meet the conditions for supplementary assessments. Students must complete all assessment tasks and subtasks to be deemed as having attempted the assessment task and meeting the conditions to be eligible for supplementary assessment. If you qualify for a supplementary assessment, you will receive a ZN grade when results are published, and will be contacted by the university with information and requirements of the supplementary assessment tasks.

Topics Assessed

All topics covered during this course are subject to assessment.

Academic Integrity

Academic integrity is behaving honestly, responsibly and respectfully in our academic endeavours. We demonstrate integrity in our study by producing our own, original work and by properly acknowledging when we use the work of others to inform ours. Whether accidental or deliberate, using the work of others without acknowledgement constitutes a breach of academic integrity. Other forms of cheating include but are not limited to collusion, plagiarism and using free or paid services to produce academic work, which is known as contract cheating.

The Academic Integrity Module (AIM) introduces you to the skills you need to demonstrate academic integrity, such as referencing and paraphrasing. All students at Federation University are required to complete AIM prior to submitting their first assessment task in their program of study. Refer to the following:

• Academic Integrity Module (AIM)  Academic Integrity Policy
• Study Skills website: Academic integrity

Assistance with study skills and assessment

The Federation University Study Skills website contains practical advice on improving your reading and writing skills, paraphrasing and referencing, and time management. It also provides advice about learning technology and connecting with Student Academic Leaders and Learning Skills Advisors to support your academic skill development.

• Study Skills for Life

Assistance with Online Submission

Students are often asked to submit assignments online, mostly through the course Moodle shell. You may be required to submit via Turnitin, which is similarity-checking software. Difficulty with online submission can have numerous causes, such as not completing the Academic Integrity Module (AIM – see above); unreliable internet connection; or an oversized file. If you experience difficulties ensure you have completed AIM, and refer to the following guides about online submission:

• Study Skills website (Assignment Submission)
• About Turnitin

Late Assignment

Late submission of assessment tasks, without a granted Discretionary Extension from the Course Coordinator or an approved Special Consideration, will attract a late penalty. All reasonable attempts must be made in submitting each assessment task.

The University-wide late penalty is 5% per day of the total marks available (including weekends and public holidays).

Marking will cease after 7 days and the assessment will be scored at zero. If an assessment task is submitted beyond 7 days and receives zero, feedback provision is at the discretion of the Course Coordinator.

For more information regarding late penalties,please see here.

Special Consideration

If students are adversely affected by life circumstances a discretionary assessment extension of up to five University working days for one assessment task may be granted at the discretion of the tutor, lecturer, or course coordinator (dependent on school process) upon a direct request by the student via the Discretionary Assessment Extension form.

If, however, a student has experienced or encountered some form of disadvantage or impediment (medical reasons; hardship/trauma; compassionate grounds; other significant cause) in more than one course and requires more than five working days’ extension, then they are advised to apply for Special Consideration. For further information on Discretionary Assessment Extensions and Special Consideration, including access to the policy, procedures or associated forms,

see  http://federation.edu.au/current-students/essential-info/administration/special-consideration

Results

Results from your assessments are available on your course Moodle site and can be viewed in fdlmarks. Information on how to access your results and academic transcripts.

Final Grade Appeal

Under some circumstances, a student may appeal the final grade of their course. They need to be able to show

that the course description was not clear or that the delivery of the course did not match the course description. An appeal should be submitted in writing to the Executive Dean of the Institute responsible for the course within 10 working days* of the official publication of the grade. Information can be found at https://federation.edu.au/current-students/assistance-support-and-services/student-support-services/student- advisory-service/appeals/appeal-final-grade

Academic Regulations

Supplementary information concerning teaching, learning, and assessment may be provided from time to time in response to unforeseen circumstances. This may include changes in times or location of classes, order of the schedule or due dates for assignments. Announcement of these matters in classes and placement of a notice on the course Moodle page shall be deemed to be official notification. Federation University has a range of educational policies, procedures and guidelines, which you can find at http://policy.federation.edu.au/category_list.php?catalogue_id=115

Student Support

The University provides many services to help you gain the most from your studies. You can see the list of Student support services at https://federation.edu.au/current-students#Assistance_support_and_services

The Disability and Learning Access Unit (DLAU) makes reasonable adjustments to study requirements for students with a disability, medical or mental health condition. This can be a temporary or permanent condition. The DLAU can also organise adjustments for people who are caring for someone with a disability.

See https://federation.edu.au/current-students/assistance-support-and-services/student-support-services/disabili ty-support

Learning Management System

This course makes use of Moodle to support your learning. You can access Moodle from the Federation University home page or at https://moodle.federation.edu.au/login/index.php If you do not have access for this course you should notify your course co-ordinator immediately

Materials

Reading Textbooks

LIAMPUTTONG, PRANEE. (2019). SOCIAL DETERMINANTS OF HEALTH. VICTORIA: OXFORD UNIVERSITY PRESS.

GERMOV, J. (2018). SECOND OPINION: AN INTRODUCTION TO HEALTH SOCIOLOGY. MELBOURNE, OXFORD UNIVERSITY.

eBook / Online

LIAMPUTTONG, PRANEE. SOCIAL DETERMINANTS OF HEALTH. Oxford University Press. Retrieved 2019, from https://www.oup.com.au/books/higher-education/health,-nursing-and-social-work/9780190313531-social-de terminants-of-health-ebook

GERMOV, J. . SECOND OPINION: AN INTRODUCTION TO HEALTH SOCIOLOGY. Oxford University Press. Retrieved 2018, from https://www.oup.com.au/books/higher-education/health,-nursing-and-social-work/9780190306496-second-opinion-ebook

Note that some material in lectures, assignments and other resources provided to students may contain direct quotations from the text book(s) and references listed.

Sequence

The following is an approximate guide to the sequence of topics in this course.

Adopted Reference Style

APA 7th Edition Refer to the library website for more information Fed Cite – referencing tool

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