| Effective Term: | 2024/05 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Health and Healthcare in Australia |
| Unit ID: | NHPHS1401 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 061799 |
| Other Change: | |
| Brief description of the Unit |
This unit introduces students to the broad concepts surrounding demographic characteristics of the Australian population: location, age, ethnicity, gender, Socio-economic status and education. Changes in the Australian population over time: births, deaths, migration and changes in the population's composition will be examined. Throughout this unit, the epidemiological pattern of the Australian population, what makes people ill and well will be explored. Factors that impact on the health status of the population and how these factors are measured, comparisons of the health status of Australia with other nations, the structure of the Australian health care system, how decision are made about health service activity, access, resource allocation, federal/state relations, paying for health will all be explored. Methods for accessing health and demographic data will also be introduced as well as interpreting data. |
| 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: |
| On successful completion of the unit the students are expected to be able to: |
| Knowledge: |
| K1. | Explore the demographics of the Australian population |
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| K2. | Describe the epidemiological patterns of the Australian population |
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| K3. | Demonstrate an understanding of primary health care, public health and the public health care system and the role of health care workers in the Australian context and an introductory comparison to other nations |
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| K4. | Demonstrate an understanding of influences on health |
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| K5. | Identify and discuss the determinants of health and describe the measures applied to determine health status |
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| K6. | Discuss health policy in relation to the impact on health determinants and health outcomes for populations and sub-population groups |
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| K7. | Discuss and appraise the importance of public health policy from a local, state, and national perspective and its implication for health care |
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| Skills: |
| S1. | Compare the influence of Australia’s health policies with that of other nations |
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| S2. | Use various forms of media to research and present information about the health of individuals, groups, communities, populations, and sub-populations |
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| Application of knowledge and skills: |
| A1. | Categorise and interpret health and social data related to the determinants that impact upon the health of individuals, groups, communities, and populations in Australia |
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| A2. | Research and appraise data on health and health determinants as these relate to individuals, groups, communities including sub-populations |
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| Unit Content: |
The following documentation has substantially informed the syllabus/content of this unit: The Professional Standards for Speech Pathologists in Australia (2020); Speech Pathology Guidelines for Reporting of Aboriginal and Torres Strait Islander Curriculum Development and Inclusions (2018); The AHPRA & National Boards Code of Conduct (2022); Australian Occupational Therapy Competency Standards (2018); Physiotherapy Board of Australia and Physiotherapy Board of New Zealand, Physiotherapy practice thresholds in Australia and Aotearoa New Zealand (2015); National Safety and Quality Health Service (NSQHS) Standards Second Edition (2021); National Standards for Mental Health 2020 as based on Mental Health Act 2014; Aged Care Quality Standards (2021); National Digital Health Framework (2021); and the Aboriginal and Torres Strait Islander Health Curriculum Framework (2020).
Topics may include:
•Understanding health in Australia
•Introduction to sociology and health
•Sociological perspectives of power relations and health
•The health of Australians
•Demography and demographic transitions
•Health and various population groups
•Indigenous health
•Public heath
•Health throughout life
•Environmental health
•Introduction to health care systems
•The health workforce
•Pharmaceutical benefits scheme
•Health system: comparisons, efficiency
•National health priority areas
•Changes in health policy
•Introduction to chronic disease strategy
•Population growth
•Introduction to international health policy
•Millennium development goals
•Introduction to health economics and health finance |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate high-level skills to effectively communicate, interact and work with others both individually and in groups Students will be required to display (in person and/or online) high-level skills in-person and/or online in: • Effective verbal and non-verbal communication via a range of synchronous and asynchronous methods • Active listening for meaning and influencing • High-level empathy for others • Negotiating and demonstrating extended conflict resolution skills • Working respectfully in cross-cultural and diverse teams | 1 - Yes | FEDTASK 2
Leadership | Students will demonstrate the ability to apply leadership skills and behaviours Students will be required to display skills in: • Creating, contributing to, and enabling collegial environments • Showing self-awareness and the ability to self-reflect for personal growth • Inspiring and enabling others • Making informed and evidence-based decisions through consultation with others • Displaying initiative and ability to solve problems | 1 - Yes | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complex and ambiguous environments, using their imagination to create new ideas Students will be required to display skills in: • Reflecting critically on complex problems • Synthesising, evaluating ideas, concepts and information • Proposing alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts through deep inquiry • Proposing creative solutions in problem solving | 1 - Yes | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work proficiently across a range of tools, platforms and applications to achieve a range of tasks Students will be required to display high-level skills in: • Finding, accessing, collating, evaluating, managing, curating, organising and appropriately and securely sharing complex digital information at a high-level • Receiving and responding to messages in a range of digital media • Using digital tools appropriately to conduct research • Contributing proficiently to digital teams and working groups • Participating in and utilising digital learning opportunities | 1 - Yes | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to think ethically and sustainably. Students will be required to display skills in: • The responsible conduct of research • Making informed judgments that consider the impact of devising solutions in multiple global economic environmental and societal contexts • Demonstrating commitment to social responsibility as a professional and a citizen • Generating research solutions which are sustainable,ethical, socially responsible and/or sustainable • Extending lifelong, life-wide and life-deep learning to be open to diverse others • Demonstrate extended actions to foster sustainability in their professional and personal life. | 3 - N/A |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K2, K3, K4, K5, K6, K7, S2, A1, A2 | e-Poster on a regional health topic | Poster | 10-30% | | 2. | K2, K3, K4, K5, A1 | Healthcare Engagement Analysis | Written assignment | 30-50% | | 3. | K1, K2, K3, K4, K5, K6, K7, A1 | All topics covered | Examination | 30-50% |
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