| Effective Term: | 2025/02 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Healthcare in Rural and Regional Australia |
| Unit ID: | HEASP3021 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | (NHPHS2401) |
| ASCED: | 061707 |
| Other Change: | |
| Brief description of the Unit |
This unit introduces students to the principles and practices of primary health care and public health in the rural and remote Australian context. Students will gain an understanding of the nature of rural society and how these societies have changed over time, including the influences of economy, environment, geography and cultural diversity. Demography and demographic change and its impact on rural society and life will be discussed and the health status and factor that influence the health of rural and remote Australians will be presented, including the health of Indigenous Australian peoples. The impact of Australian history upon Indigenous peoples will be introduced. Students will be introduced to the concept of cultural safety which includes basic communication principles for effective engagement with Indigenous Australian clients. Different models of primary health care service planning and delivery will be presented. Concepts for inter professional teamwork practice will be introduced. Students will gain an understanding of policies affecting rural health as well as learning about the role of health professionals in work in rural and remote areas and the issues that they face. This unit modules maybe co-taught with NHPHS 2401. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: No |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | | |  | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Compare and contrast the health status of rural and remote indigenous and non-indigenous Australians and factors influencing health and health care needs |
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| K2. | Identify different models of primary health care delivery in rural and remote communities and key policy influences |
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| K3. | Examine rural and remote workforce issues and the interdisciplinary role of health professionals in these settings |
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| Skills: |
| S1. | Demonstrate an appreciation and understanding of how history impacts on the health status of Aboriginal and Torres Strait Islander people living in rural and remote regions |
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| S2. | Develop effective communication and culturally safe health practices for working with diverse rural and remote populations |
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| Application of knowledge and skills: |
| A1. | Apply primary and public health concepts and models of care in remote and rural contexts |
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| A2. | Apply cultural responsiveness, knowledge and understanding to develop healthcare and speech pathology options for the Aboriginal and Torres Strait Islander community as per Speech Pathology Australia guidelines (2018) |
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| Unit Content: |
Professional Standards for Speech Pathologist in Australia (2020), Speech Pathology Guidelines for Reporting of Aboriginal and Torres Strait Islander Curriculum Development and Inclusions (2018), National Quality and Safeguarding Framework (NQSF, 2018), National Safety and Quality Health Service (NSQHS) Standards (2017-2019) and National Aged Care Quality Standards (2019) have substantially informed the syllabus/content of this unit.
Topics may include:
1. • Rural and remote primary and public health care and the heath care team
• Rural and remote health status
• The nature of rural and remote practice and policy
• Models of care, expanded practice, skills and interdisciplinary teams'
• Aboriginal and Torres Strait Islander Health Curriculum Framework (2018)
• Cultural Responsiveness in Action Australian Allied Health Framework (2015)
• Federation University Aboriginal and Torres Strait Islander Reconciliation Action Plan 2019-2021)
• Cross cultural safety and communication for cultural safety
• Working with people who have or are experiencing trauma
• Community engagement
• Self-care
• Using technology in healthcare |
| Graduate Attributes: |
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, S1, S2, A1, A2 | Reflection portfolio on being a culturally responsive practitioner | Written Portfolio | 40-60% | | 2. | K1, K2, K3, S1, S2, A1 | Group Poster Creation on the Health and Wellbeing Experiences of rural, remote and or Indigenous Communities
| Group ePoster | 20-30% | | 3. | K1, K2, K3, S1, S2, A1, A2 | Group Oral Presentation on Community Health Challenges in Speech Pathology | Group presentation examiniation | 20-30% |
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