| Effective Term: | 2025/20 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Primary Health 1: Determinants of Health |
| Unit ID: | NURBN1016 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 060301 |
| Other Change: | |
| Brief description of the Unit |
This unit 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 in the Australian context. This unit 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. |
| 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 and discuss the determinants of health (individual, social, environmental, economic, biological, behavioural, cultural, geographical etc.) and describe the measures applied to determine health status. |
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| K2. | Discuss health and social policy about the impact on health determinants and health outcomes and population groups including vulnerable groups from pre-conception to end of life in an Australian context. |
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| K3. | Discuss and appraise the importance of public health policy from a local, state, national perspective and its implication for nursing, midwifery, and health care in multiple care settings |
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| K4. | Demonstrate an understanding of public health, the primary and public health care system considering the nursing and midwifery roles in the Australian context. |
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| Skills: |
| S1. | Critically appraise government health policy for population health, primary health care and public health initiatives in Australia |
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| S2. | Identify cultural awareness, sensitivity, safety and competence about cultural determinants of health. |
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| S3. | Use various forms of media to research and present information about the health of individuals, groups, communities and populations including vulnerable populations |
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| Application of knowledge and skills: |
| A1. | Interpret health and social data related to social determinants that impact upon the health of individuals, groups, communities and populations in Australia. |
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| A2. | Appraise subjective and objective social health determinants data about individuals, groups and communities including vulnerable groups and the relationship to the diversity of nursing and midwifery roles in the Australian context. |
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| Unit Content: |
The current NMBA Registered Nurse Standards for Practice, NMBA Code of Conduct for Nurses, Code of Ethics for Nurses, National Safety and Quality Health Service Standards, Aged Care Quality Standards, National Health Priority Areas and where applicable the NMBA National Competency Standards for the Midwives, NMBA Code of Conduct for Midwives, ICM/NMBA Code of Ethics for Midwives have informed the content development of this unit. Topics will include: Social determinants of health and the impact on the community. The social model of health in the context of the bio-psycho-social model. Population Health, primary health care, and public health care systems in the Australian context. The role of government and health policy in health promotion and social determinants of health. The impact of culture and gender on social determinants of health. Health inequality, health equity, and social justice. Social and demographic measures of community health in Australia. Social, mental, and physical well-being and wellness in population health. Community health care services and the role of healthcare professionals. |
| 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 1 - Students require directions and boundaries from mentor | 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 1 - Students require directions and boundaries from mentor | 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 1 - Students require directions and boundaries from mentor | 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. | Level 1 - Students require directions and boundaries from mentor | 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. | N/A - Not Applicable |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, K4, S1, S2, S3, A1, A2 | Attendance at Active Learning Sessions | 80% Attendance at Active Learning Sessions | S/U Hurdle | | 2. | K1, S2, S3, A1, A2 | Narrated powerpoint to explore a community assessment profile, including the health status of a community using available demographic and social data. | Asynchronous oral presentation. | 35-55% | | 3. | K1, K2, K3, K4, S1, A2 | Exploration of a current health or social issue affecting a group, population or community. | Essay | 45-65% |
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