NURSING 2009 - Community and Primary Health Care
North Terrace Campus - Semester 2 - 2020
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General Course Information
Course Details
Course Code NURSING 2009 Course Community and Primary Health Care Coordinating Unit Adelaide Nursing School Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Online Available for Study Abroad and Exchange N Restrictions Available to B.Nurs students only Assessment Online quiz, wiki contribution, project report Course Staff
Course Coordinator: Mrs Melissa Arnold-Ujvari
Melissa Arnold-Chamney
Course Coordinator, Lecturer | Adelaide Nursing School | Faculty of Health and Medical Sciences
Level 4, Adelaide Health & Medical Sciences Building
Cnr North Terrace & George Street
ADELAIDE SA 5005
T: +61 8 8313 3643 | E: melissa.arnold-chamney@adelaide.edu.au
Course Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
1 Discuss the social determinants of health 2 Identify core principles of primary health care 3 Define social justice and identify reasons and possible solutions to inequity in health 4 Discuss empowerment and health literacy and the nurse's role 5 Describe health promotion in a global context 6 Identify opportunities to enhance the care of patients/clients through the
involvement of other health professionals7 Consider the challenges for rural health care nursing 8 Situate the experience of Indigenous health in the rural and remote setting University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1,2,3 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
7,8 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
6 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
4 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
5 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
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Learning Resources
Required Resources
Clendon, J. & Munns, A., 2018 Community Health and Wellness, Primary health care in practice. 6th edn. Elsevier, Chatswood, NSW.
Recommended Resources
Talbot, L. Verrinder, G. 2017 Promoting Health The Primary Health Care Approach, 6th Edition. Elsevier, Chatswood, NSW.Online Learning
It is expected that students will need to spend about 12 hours of study a week to successfully complete this course.
This includes purchasing the prescribed text and completing the required readings each week.
Reading the scenarios and completing two written responses demonstrating and understanding of the social determinants of health and health literacy.
Attend the three 4 face to face presentation that will be held during the semester.
Complete the assignments as outlined in the Study Guide and Canvas.
In addition to the readings there are voiced over powerpoint lectures and additional educational and informative videos to view.
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Learning & Teaching Activities
Learning & Teaching Modes
Online lectures through MyUni: The learning objectives, readings and content have been reviewed, adapted and presented in keeping with Level II courses. The online lectures will take the form of Educational Videos, recorded interviews, case studies and reflective activities as relevant to the weeks content. All face to face sessions are recorded. Individual meetings can be arranged to discuss the assignments with the course coordinator and in adition to this a weekly chat line will be open for students to ask quesitons about the course or assignments or material.
Four face to face presentations will be delivered during the semester. These presentations will be given by guest lecturers and speakers who have experience in Community and Primary Health Care. The focus of these lectures will be the role of the Community health nurse, the Social Determanents of Health, rural and remote health and the development of a primary health care strategy which will be the focus of the main assignment of this course.
Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
It is expected that you will need to spend about 12 hours of study a week to successfully complete this course.
This includes reading, completing activities, attendance at the four presentations which will be via zooom this academic year.
Thus some weeks it will be more and others less. It is recommended that you plan your time commitment to the course at the beginning of the semester.
Lectures will be available on MyUni as voiced over PowerPoint presentations.
It is expected that you will listen to the lectures and if you have any queries contact me via email or phone.Learning Activities Summary
Lecture
DETERMINING HEALTH
HEALTH LITERACY
PRIMARY HEALTH ACROSS THE GLOBE
UNDERSTANDING THE CALLENGES TO PRIMARY HEALTH IN AUSTRALIA
HEALTH PROMOTION FOR EFFECTICE PRIMARY PREVENTION
PRIMARY HEALTH CARE FOR CHILDREN
AN INTRODUCTION TO RURAL & REMOTE (R&RH) HEALTH IN AND HEALTH CARE SYTEMS AUSTRALIA
SKILL MIX/HEALTH PROMOTION AND ETHICAL & LEGAL ISSUES OF R&RH INDIGENOUS HEALTH IN R&RH
IMMUNISATION IN THE COMMUNITY
COMMUNITY HEALTH NURSING ROLES
DISCHARGE FROM HOSPITAL-SERVICE IN THE COMMUNITY
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Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Assessment Task Assessment Type Weighting Learning Outcome(s) being addressed Online quiz Formative NGP 2 Written Response 1 Summative 10% 1-5 Written Response 2 Summative 10% 1-5 Part 1 Background research paper Summative 30% 1-2, 5, 6, 7, 8 Part 2 Community and Primary Health care initiative project paper Summative 40% 1-2, 5, 6, 7, 8 Promotional Flyer Summative 10% 2, 6, 7 Assessment Detail
ASSESSMENT 1: Written response 1
After reading the recomended Chapter from the prescribed text, attending the face to face presentation, and watching the videos you will complete your first response.
Think about a disadvantaged community where you live or think of a community in the broader Adelaide region and write a paragraph to describe their social determinants of health. Do you think their social determinants of health are influenced by their health literacy?
No references are required for this responses but you do need to demonstrate that you understand the SDH.
ASSESSMENT 2: Written response 2
After reading the recomended Chapter from the prescribed text, and reading the short case study of a Sudanes woman with young children you will complete Response 2.
What knowledge and skills will you need to best assist Rahael. Is there an opportunity for you to become more culturally aware through this encounter?
No references are required for this responses but you do need to demonstrate that you understand the importance of knowing and understanding a persons cultural background and beliefs.
ASSESSMENT 3: Briefing paper
You are a community nurse working in a primary health care centre and you want to implement a change or health care strategy to improve how you deliver care to the community you serve. You will write a 500 word briefing paper that will outline your strategy and describe how you will implement this project.
ASSESSMENT 4: Project: Strategy for change (Community and Primary Health Care project for change)
Project or Strategy for change: You will describe your strategy in detail. You will discuss the stakeholders or groups you need to recruit in the community to support this project. You will discuss how you will implement the change or strategy, identify the funding that might be required and how you will evaluate its success. This project will be supported by contemporary evidence.
Promotional Flyer: You will design a promotional flyer to advertise your project or strategy.
Submission
Unless otherwise indicated all submission of assignments is to be through the assignments portal of MyUni. TurnItin will be used to check student assignments. Students MUST keep an electronic copy of all assignments submitted.
Extensions are generally awarded for no more than 10 working days unless there are exceptional circumstances.
See the Modified Arrangements for Coursework Assessment Policy http://www.adelaide.edu.au/policies/3303/Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through .
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
PREVIOUS SELT Feedback: "More examples of community nurses and what they do would help us all understand the importance of community nurses"
This year there have been 4 face to face presentations given by nurses who are experts in urban, rural and remote community health nursing. The increase in face to face content is in response to previous SELT feedback. This has allowed the students to ask questions and to learn about the varied roles of a CHN in Australia.
Apart from the 2 written responses, the students are required to develop a community health care initiative that is to be introduced by the CHC nurse in response to an issue or problem that their fictional community faces.
In 2018 students were able to choose their own topic but this proved challenging to many especially international students. In response to this, a list of topics have been provided and a face to face presentation on the assignment was given. Students are still able to write on a topic of their choice is they wish but they are required to discuss this with the Course Coordinator before commencing this. This strategy has worked well and students were more comfortable approaching this assignment with confidence.
It is hoped that the increase in face to face presentations has helped international students to understand community health care in the Australian context. -
Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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Fraud Awareness
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.
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