NURSING 2009 - Community and Primary Health Care

North Terrace Campus - Semester 2 - 2021

This course will enable students to develop a deeper understanding of community and primary health care by exploring the core concepts of primary, community and nursing care. The course will identify factors associated with the health of communities, examine the current structures of community care in Australia and enable students to develop skills in designing and implementing primary health care strategy. The challenges facing rural and remote health are explored in detail.

  • General Course Information
    Course Details
    Course Code NURSING 2009
    Course Community and Primary Health Care
    Coordinating Unit School of Nursing
    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
    Course Description This course will enable students to develop a deeper understanding of community and primary health care by exploring the core concepts of primary, community and nursing care. The course will identify factors associated with the health of communities, examine the current structures of community care in Australia and enable students to develop skills in designing and implementing primary health care strategy. The challenges facing rural and remote health are explored in detail.
    Course Staff

    Course Coordinator: Mrs Elyce Kenny

    Elyce Kenny

    Course Coordinator- Lecturer
    Level 4, Adelaide Health & Medical Sciences Building
    Cnr North Terrace & George Street
    ADELAIDE SA 5005

    T: +61 8 8313 6016 | E: elyce.kenny@adelaide.edu.au


    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • 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 professionals
    7 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
    4
  • 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.

    There are four live zoom session's to sign into or watch the recordings of these 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.
    Library Resources Help for Nursing Students
    The University of Adelaide Library has a website to help nursing students use the library and its resource (www.library.adelaide.edu.au/guide/med/nursing).
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Online lectures through MyUni:
    The online lectures will take the form of Educational Videos, recorded interviews, case studies and reflective activities as relevant to each week's content. Individual meetings can be arranged to discuss the assignments with the course coordinator and in addition to this a weekly chat line will be open for students to ask questions about the course or assignments or material.

    Four zoom presentations will be delivered during the semester and these are recorded. 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 Determinants of Health, rural and remote health, Royal Flying Doctor Service 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

     

  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Assessment Type Weighting Learning Outcome(s) being addressed
    Online quiz #1 Formative NGP 1-2
    Online quiz #2 Summative  20% 1-5
    Case study-group assignment Summative 30% 1-2, 4-6
    Community windscreen survery and report Summative 50% 1-8
    Assessment Detail

    QUIZ 1 & 2

    Students will complete two online quizzes throughout the semester to determine their understanding of the key concepts of community and primary health care. Quiz #1 will be formative, quiz #2 will be worth 20% of the student's final grade.


    CASE STUDY-GROUP WORK

    Students will be allocated into small groups and will be require to review the case of a patient currently living in the community with comorbidities. Students will be required to write a 750 word report that outlines the primary health care services that would be available, and of benefit, to their patient. Students would need to justify their reasoning for this. Students need to think about the inter-disciplinary members of the health care team that would also consider involving. Students will be graded on their group work as well as the groups final written report.

    WINDSCREEN SURVEY AND REPORT

    Students will be provided with a template to complete a windscreen survey in their local community. They will also be required to compare their community to a rural & remote community as well. They will then be required to write a 1500 word report outlining their findings, to discuss the differences they have identified and consider how these inequities might be overcome.




    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. 

    Students must ensure that a receipt is received showing the assessment has been submitted and keep this.

    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 Access Adelaide.

  • 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. In 2020 the addition of a presentation from nurses who work for the Royal Flying Doctor Service was added to the course.

    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 both 2019 and 2020 courses , a list of topics have been provided and a zoom session 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.

    2020 eSELT feedback is not yet available at the time of updating the course outline.
  • Student Support
  • Policies & Guidelines
  • 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’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.