| Effective Term: | 2024/05 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Complex Cases in Rural, Remote and Indigenous Communities |
| Unit ID: | NHPPS2224 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (NHPPS2013 and NHPPS2113) |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 061701 |
| 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. The past and current history and diverse and complex cultures of Aboriginal & Torres Strait Islander Peoples will be explored, through engagement with the experiences of Indigenous Australians particularly in Victoria, and of the Gunai Kurnai People, the Traditional Custodians of the land the Churchill Campus is situated on. The role of Health professionals in Closing the Gap will be explored and Cultural Safety will be imbedded into clinical reasoning & practice. The unit aims to develop professional knowledge, clinical reasoning, problem-solving, cultural sensitivity and Cultural Safety practices that are required by health professionals to meet the health needs of people from diverse backgrounds in rural, remote and Indigenous communities. Complexity and diversity will be identified and explored from a strengths based approach and will include consideration of location & availability of services, connections to and within communities, intercultural understandings, systems of care, structural competency, health literacy & practitioner scope of practice. The unit makes use of targeted lectures, tutorials, and practical sessions. Case based scenarios will be used to provide students with the opportunity to develop a deeper engagement with the biopsychosocial model of health to facilitate more informed decision making and effective therapeutic alliances. Students will apply learning of Cultural Safety and collaborative practice to support clinical reasoning, problem solving and an evidence-based approach to physiotherapy practice. |
| 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. | Identify the regional and rural services, communities, organisations and systems which support and/or impact the health & wellbeing of the people of regional and rural Australia, with special attention to Gippsland |
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| Skills: |
| S1. | Demonstrate foundational skills in building therapeutic alliances with patients, families and communities to support clinical decision making that is evidence based and appropriate to an individual’s context, culture and beliefs |
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| S2. | Identify and engage in respectful communication that is appropriate to an individual’s context, culture and beliefs and promote culturally safe collaborative practice |
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| S3. | Incorporate self-reflexivity and humility into practice as a developing health professional to develop respectful health care practice and contribute to the structural competency of the health care sector |
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| Application of knowledge and skills: |
| A1. | Engage ethical and decision-making models and apply physiotherapy standards and collaborative practice principles when engaging with people as represented in complex scenarios |
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| A2. | Incorporate an understanding of advocacy in clinical scenarios alongside a preparedness to be leaders and agents of change as part of a developing professional identity |
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| A3. | Source & discuss policies that affect rural, remote and Indigenous populations’ health and wellbeing and including identifying potential ways to inform future policy development |
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| A4. | Incorporate self-reflexivity and humility into development as a health professional to continually develop respectful, Culturally Safe health care practice |
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| Unit Content: |
Topics May Include Reflective practice for lifelong learning Aboriginal and Torres Strait Islander Peoples of Australia and Gippsland. Indigenous health and wellbeing Cultural Safety The role of Health practitioners in Closing the Gap Working with diverse populations Ethical Practice & Professionalism Developing therapeutic alliances Working in rural and remote settings Working with Children and Families Collaborative practice within & across diverse settings Allyship and advocacy |
| 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 the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | N/A - Not Applicable | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 2 - Student demonstrates some independence within provided guidelines |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, S1, S2, S3, A1, A2, A3 | Tutorial participation and collaborative learning | Participation & resource contribution | 10-20% | | 2. | S2, S3, A4 | ePortfolio | Reflective ePortfolio submission | 30-45% | | 3. | K1, S1, S2, A1, A2, A3 | Group presentation relating to rural challenges (Oral Viva) | Group Oral presentation | 20-40% |
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