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Please do follow the instructions in the unit outline and use the prescribed textbook as well as recommended book for the essay.For 60 marks essay, we need atleast 8-10 references. Thanks.
Faculty of Health Science
School of Nursing and Midwifery
CNA 126
Health Care Where People Live and Work
Semester 1, 2012
Unit Outline
Unit Coordinator
Dr Shandell Elmer
CRICOS Provider Code: 00586B
Contact Details
Unit coordinator:
Dr Shandell Elmer
Campus:
Newnham
Email:
Shandell.Elmer@utas.edu.au
Phone:
(03) 63243317
Fax:
(03) 632243952
Room number:
N-225
Mailing address
University of Tasmania, Locked Bag 1322, Launceston, TAS 7250
Consultation hours:
Appointments via email
Lecturer/s and other teaching staff:
Lecturer:
Debra Carnes
Campus:
Newnham
Email:
Debra.Carnes@utas.edu.au
Phone:
03 63243998
Room number:
N-227
Consultation hours:
Appointments via email
Lecturer:
Rosy Green
Campus:
Newnham
Email:
Rosy.Green@utas.edu.au
Phone:
03 63243016
Room number:
N-223
Consultation hours:
Appointments via email
Lecturer:
Lynette Saville
Campus:
Rozelle
Email:
Lynette.Saville@utas.edu.au
Phone:
02 85727798
Room number:
Consultation hours:
Appointments via email
Lecturer:
Joy Pertile
Campus:
Darlinghurst
Email:
Joy.Pertile@utas.edu.au
Phone:
02 83824824
Room number:
Consultation hours:
Appointments via email
Lecturer:
Patricia Bromley
Campus:
Hobart
Email:
Patricia.Bromley@utas.edu.au
Phone:
03 62264692
Room number:
B06
Consultation hours:
Appointments via email
¨Ï The University of Tasmania 2012
University Information
Expectations of Students
The University is committed to high standards of professional conduct in all activities and holds its commitment and responsibilities to its students as being of paramount importance. Likewise, it holds expectations about the responsibilities students have as they pursue their studies within the special environment the University offers.
The University.s Code of Conduct for Teaching and Learning states:
Students are expected to participate actively and positively in the teaching/ learning environment. They must attend classes when and as required, strive to maintain steady progress within the subject or unit framework, comply with workload expectations, and submit required work on time.
Work Health and Safety
The University is committed to providing a safe and secure teaching and learning environment. In addition to specific requirements of this unit you should refer to the University.s policy at: http://www.utas.edu.au/__data/assets/pdf_file/0004/113809/WHS-Policy.pdf
Generic Graduate Attributes
The University has identified the following five core generic graduate attributes, which are the qualities students develop over their time at the University that will serve graduates well in their employment and further lifelong learning, irrespective of the courses they complete.
. Knowledge
. Communication skills
. Problem-solving skills
. Global perspective
. Social responsibility
Full details are available at: http://www.teaching-learning.utas.edu.au/orientation/generic
Academic Plagiarism and Integrity
All students are required to read and abide by the University Statement on Plagiarism and Academic Integrity, located at: http://www.students.utas.edu.au/plagiarism/
School of Nursing and Midwifery Guidelines
1. All students are required to be familiar with the SNM Mandatory Functional Requirements for the purposes of regulatory compliance and professional skills development.
2. All students are required to read and abide by the following SNM guidelines, located at: http://www.utas.edu.au/nursing-midwifery/about-snm/policies-and-guidelines
. Assessment Guidelines and associated PEP Risk Management Procedure
. Communication Guidelines
. Social Media Guidelines
. Health Sciences . Infection Control Guidelines
Unit Description
This unit draws on the World Health Organisation.s Primary Health Care approach as outlined in the Alma Ata Declaration (1978), The Ottawa Charter (1986) and the Millennium Development Goals. The subject title Health Care Where People Live and Work is part of the WHO definition of Primary Health Care and will be explored literally and broadly. The unit aims to use our own health experiences and behaviours to provide the basis for enhancing our understanding(s) of health concepts for integration into health promoting activities and professional practice.
Unit Weighting
This unit has a weighting of 12.5%
Learning Outcomes
On completion of this unit you should be better able to:
1. Appreciate the meanings of health and wellbeing for individuals, groups, communities and populations.
2. Demonstrate knowledge of primary health care approaches that underpin health care practice.
3. Understand the social determinants of health that impact upon the wellbeing of individuals, groups, communities and populations.
4. Apply a public health framework to identify and examine community needs addressed by primary health care services.
5. Apply primary health care approaches to promoting the health of individuals, groups, communities and populations.
Teaching and Learning Strategies
This unit is delivered in flexible mode with a combination of face-to-face lectures and tutorials as well as content delivered online via MyLO (my learning online).
Online Learning using MyLO
MyLO is the online learning environment through which you can access unit content, communicate with lecturers and other students and, sometimes, complete assessment tasks.
It also provides a gateway to the abundant professional resources and academic literature available on the Internet.
Log in to MyLO with your username and password at:
https://mylo.utas.edu.au/webct/entryPageIns.dowebct
Learning online provides you with opportunities to network with others with similar professional interests and learning needs regardless of geographical location.
Further details about online learning and accessing student support for MyLO is available at:
http://uconnect.utas.edu.au/
General Technical Assistance
ITR Helpdesk
Please contact the Helpdesk if you have problems getting onto MyLO, accessing your UTAS email, or for help resetting your password:
Phone: (03) 6226 1818 or 1300 304 903 (Local call charge within TAS, mobiles excepted)
Email: mylo@utas.edu.au
NOTE: ITR does not have access to your course content.
Course Specific Technical Assistance
SNM Educational Technologists
Please contact either of our Educational Technologists, Bronwyn Burles or Bob Wylie, who have access to your course content and assignment drop boxes:
Phone: (03) 6324 3421
Email: SNM.Support@utas.edu.au
Specific Performance Requirements
In order to pass the unit, you must complete and submit every item of assessment and achieve an overall mark of at least 50% of the total marks available.
Learning Resources
UTAS Library resources and services will support you in completing assessment tasks: http://www.utas.edu.au/library/
If you require learning support, please consult with your lecturer, tutor or access the Learning Development website at: http://www.learningsupport.utas.edu.au/
Required texts
Keleher, H and MacDougall, C (editors) (2011), Understanding Health, 3rd edition, Oxford University Press, South Melbourne.
Recommended reading
Baum, F 2008 The New Public Health, 3rd Edition, Oxford University Press, South Melbourne.
McMurray, A & Clendon, J 2011 Community Health and Wellness: A Socioecological Approach, 4th Edition, Mosby, Chatswood.
Talbot, L & Verrinder, G 2010 Promoting Health: A Primary Health Care Approach, 4th Edition, Elsevier, Chatswood.
Key Journals
Australian and New Zealand Journal of Public Health
Australian Journal of Public Health
Australian Journal of Primary Health
Journal of Rural and Tropical Remote Health
Journal of Rural and Remote Health
Primary Health Care
Primary Health Care Research & Development
Websites
Links to websites of particular interest for topics in this unit will be provided in MyLO throughout the semester.
Study Schedule Wk. Topic Delivery Mode Assessment
Module 1: Understanding Primary Health Care
1 27/2
Lecture: Introduction to the unit; Concepts of health and wellbeing
Tutorial: Introductions; Meanings of Health
Reading: Taylor (2008) ¡°The Concept of Health¡± on MyLO
Lecture on campus
2 5/3
Lecture: Primary health care . philosophy and practice
Tutorial: Different approaches to health
Reading: Keleher & MacDougall (2011) Chapter 1
Lecture on line
3 12/3
Lecture: Primary health care . key action areas
Tutorial: PHC in Aboriginal and Torres Strait Islander Communities
Reading: Keleher & MacDougall (2011) Chapter 10
Lecture and tutorial on line
Module 2: Shaping health
4 19/3
Lecture: Determinants of health
Tutorial: Social determinants of health
Reading: Keleher & MacDougall (2011) Chapter 3
Lecture on line
5 26/3
Lecture: Health literacy
Tutorial: Food diary; assessing health literacy
Reading: Keleher & MacDougall (2011) Chapter 17
Lecture on line
6 2/4
Lecture: Health promotion
Tutorial: Working in health promoting ways
Reading: Keleher & MacDougall (2011) Chapter 4
Lecture on line
Mid-semester break 5- 12 April
Module 3: Where people live and work
7 16/4
Lecture: Public health: old and new
Tutorial: Public health case studies
Reading: Keleher & MacDougall (2011) Chapters 2 & 5
Lecture on line
Food diary due 19/4
8 23/4
Lecture: Community assessment
Tutorial: Sandshoe survey
Reading: Francis (2008) ¡°Community Assessment¡± on MyLO; Keleher & MacDougall (2011) Chapters 11 & 12
Lecture and tutorial on line
9 30/4
Lecture: Measuring Health: epidemiology and demography
Tutorial: Epidemiological data and making inferences
Reading: Keleher & MacDougall (2011) Chapter 6
Lecture on line
Module 4: Primary Health Care and Public Health Practice
10 7/5
Lecture: Health care policy and systems
Tutorial: Teamwork and integrated care; essay planning
Reading: Keleher & MacDougall (2011) Chapters 15 & 21
Lecture on line
Sandshoe survey due 10/5
11 14/5
Lecture: Community development
Tutorial: Case studies of community development
Reading: Keleher & MacDougall (2011) Chapter 19
Lecture on line
12 21/5
Lecture: Person-centred approaches
Tutorial: Empowerment, self-efficacy, advocacy
Reading: Keleher & MacDougall (2011) Chapter 13
Lecture on line
13
28/5
Lecture: Putting it all into action
Tutorial: Discussion and review
Reading: Keleher & MacDougall (2011) Chapter 22
Lecture on line
Essay due 28/5 Study Period 4th June to 8th June Exam Period 9th June to 26 June
Assessment Details
Students will be assessed against the Australian Nursing and Midwifery Council (ANMC) National Competency Standards for the Registered Nurse.
Refer to the SNM Assessment Guidelines for detailed instructions and advice relating to how to resolve any issues concerning assessment.
Please note that the SNM requires all assignments to be clearly referenced in the Harvard style. Download a Guide to Harvard from the UTAS Library website and practice with it until you have a thorough understanding of how to reference correctly: http://utas.libguides.com/content.php?pid=27520&sid=329009
Summary of Assessment Type of Task Weighting Due Date & Time Length
1
Food diary
20%
19 April 2012 3pm
Complete food diary template for 7 days; 500 word reflection
2
Sandshoe survey
20%
10 May 2012 3pm
Complete table provided (2-3 pages); 500 word discussion
3
Essay on addressing determinants of health
60%
28 May 2012 3pm
1200 word essay
Assessment Task 1: Food diary
Due date
19 April 2012 3 pm
Weighting
20%
Length
Complete food diary template for 7 days; 500 word reflection
Learning outcomes
1, 2, 3, 5
National Competency Standards
2. Practises within a professional and ethical nursing framework
3. Practises within an evidence-based framework
5. Conducts a comprehensive and systematic nursing assessment
6. Plans nursing care in consultation with individuals/groups, significant others and the interdisciplinary health care team
9. Establishes, maintains and appropriately concludes therapeutic relationships
Directions
This assessment task has two parts.
Part A:
Record the food and drink that you consume over the period of a week to assess how your intake compares with recommended dietary requirements. This requires you to:
. Download the food diary template from the MyLO site.
. Complete the food diary in as much detail as possible over a week.
. Review your diary entries to determine if your diet meets the recommended dietary requirements for the five food groups each day (see MyLO for details).
. Select one meal from the week and examine the food labels of the foods and drinks consumed.
. For at least three of the products consumed, complete the food label chart (download from MyLO).
Part B:
Write a reflective discussion that:
. Briefly describes the concept of health literacy and its relationship to health outcomes;
. Reflects on your experience of reading food labels – any difficulties you encountered, unexpected food/drink content, differences between the food label and the description on the packet (e.g. fruit bars that contain less than 30% fruit)
. Makes 1-2 recommendations for improving the way that information about the content of food is conveyed to people with low health literacy
. Draws on the prescribed textbook and suggested readings (on MyLO), as well as other research sources (journal articles/books) to support your arguments; and
. Follows academic writing conventions as outlined in resource materials on MyLO.
Attach your food diary to your essay for submission.
More detailed instructions will be provided in lectures, tutorials and MyLO.
Marking Criteria
Demonstrate an understanding of health literacy.
Apply knowledge of primary health care, determinants of health and health promotion.
Communicate in academic writing.
Assessment Task 2: Sandshoe Survey
Due date
10 May 2012 3pm
Weighting
20%
Length
Complete table provided (2-3 pages); 500 word discussion
Learning outcomes
1, 2, 3, 4, 5
National Competency Standards
2. Practises within a professional and ethical nursing framework
3. Practises within an evidence-based framework
5. Conducts a comprehensive and systematic nursing assessment
Directions
This assessment task has two parts.
Part A:
Undertake a community assessment by conducting a .sandshoe survey.. This requires you to:
. Choose a particular locality;
. Walk around the chosen locality and make observations using the Community Assessment Wheel* as a guide;
. Gather additional epidemiological and demographic data to support some of your observations (for example, census data from the Australian Bureau of Statistics or health related data from the Australian Institute of Health and Welfare); and
. Record your findings on the sandshoe survey tool* provided on MyLO.
Part B:
Select ONE subsystem of the community (physical environment, health and social services, economy, transportation and safety, politics and government, communication, education and recreation) described in the sandshoe survey and prepare a discussion that:
. Briefly describes the subsystem (what it includes, its interrelationship to the whole community and the relevance to health and wellbeing);
. Identifies the ways that this subsystem influences the health and wellbeing of your chosen locality by referring to the observations and data you have gathered. You may identify the subsystem as a strength of the community or a potential problem;
. Draws on the prescribed textbook and reading*, as well as other research sources (journal articles/books) to support your arguments; and
. Follows academic writing conventions as outlined in resource materials on MyLO.
More detailed instructions will be provided in lectures, tutorials and MyLO.
*The sandshoe survey is a modified version of the Learning about the Community on Foot Survey which appears in Francis, K. (2008) Community Assessment in K. Francis, K., Y. Chapman, K. Hoare, and J. Mills, J., Community as partner: theory and practice in nursing, Australia and New Zealand edition, Lippincott Williams and Wilkins Pty Ltd, Broadway, pp166-178. A link to this chapter is provided on MyLO and the reading list).
Marking Criteria
Demonstrate an understanding of primary health care and determinants of health.
Apply a public health framework to undertake a community assessment.
Communicate in academic writing.
Assessment task 3: Essay addressing determinants of health
Due date
28 May 2012 3pm
Weighting
60%
Length
1200 words
Learning outcomes
1, 2, 3, 4, 5
National Competency Standards
2. Practises within a professional and ethical nursing framework
3. Practises within an evidence-based framework
5. Conducts a comprehensive and systematic nursing assessment
6. Plans nursing care in consultation with individuals/groups, significant others and the interdisciplinary health care team
9. Establishes, maintains and appropriately concludes therapeutic relationships
Directions
This essay builds on the work undertaken for assessment task 2, the Sandshoe Survey.
Refer to the subsystem of the community (physical environment, health and social services, economy, transportation and safety, politics and government, communication, education and recreation) that you identified as a strength or potential problem and write an essay that:
. Briefly describes the subsystem (what it includes, its interrelationship to the whole community and the relevance to health and wellbeing);
. Identifies three ways of working with the community that are based on your assessment of the subsystem as a strength or potential problem;
. Applies knowledge of primary health care, public health and/or health promotion in the development of the three strategies;
. Draws on the prescribed textbook and suggested readings (on MyLO), as well as other research sources (journal articles/books) to support your arguments; and
. Follows academic writing conventions as outlined in resource materials on MyLO.
More detailed instructions will be provided in lectures, tutorials and MyLO.
Marking Criteria
Demonstrate an understanding of the theoretical frameworks of primary health care, health promotion and public health.
Apply knowledge of the theoretical frameworks of primary health care, health promotion and public health to develop relevant strategies.
Communicate in academic writing.
Further Information and Assistance
If you are experiencing difficulties with your studies or assignments, have personal or life planning issues, disability or illness which may affect your course of study, you are advised to raise these with your lecturer in the first instance.
There is a range of University-wide services and support available to you, including Support and Equity Unit, International Services and Learning Development. Please refer to the Current Students homepage at: http://www.utas.edu.au/students/
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