PUB HLTH 2008 - Rural Australia: Health beyond the burbs

North Terrace Campus - Semester 2 - 2018

How does living and working in rural or remote Australia influence people's health and how can a public health approach address their health needs? This course will explore these questions through three modules, each with a different focus and include contributions from topic experts. The first module will use case study examples and a field visit to examine public health issues, and community and policy responses in a range of rural industries. The second module will focus on Indigenous health perspectives in rural and remote settings with particular emphasis on the impacts of, historical contexts, social determinants of Indigenous health and subsequent need for safe, effective models for health service delivery. The third module will examine the health needs of rural and remote populations, their access to health care services, and current models of service delivery, including workforce challenges. The role of community empowerment, targeted health strategies, and policy development to support rural health will also be examined. At the end of this course students will have explored specific health issues affecting rural and remote Indigenous and non-Indigenous people, hearing from practitioners and clinicians working in this field. They will also have the tools to identify clinical and public health issues in a range of rural industries. Students will be able to describe and critique models of health service delivery, health policies, and health strategies targeting health improvements for people living in rural Australia.

  • General Course Information
    Course Details
    Course Code PUB HLTH 2008
    Course Rural Australia: Health beyond the burbs
    Coordinating Unit Public Health
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week plus one 10 hour field visit
    Available for Study Abroad and Exchange
    Incompatible PUB HLTH 3500
    Assumed Knowledge PUB HLTH 1001
    Course Description How does living and working in rural or remote Australia influence people's health and how can a public health approach address their health needs? This course will explore these questions through three modules, each with a different focus and include contributions from topic experts. The first module will use case study examples and a field visit to examine public health issues, and community and policy responses in a range of rural industries. The second module will focus on Indigenous health perspectives in rural and remote settings with particular emphasis on the impacts of, historical contexts, social determinants of Indigenous health and subsequent need for safe, effective models for health service delivery. The third module will examine the health needs of rural and remote populations, their access to health care services, and current models of service delivery, including workforce challenges. The role of community empowerment, targeted health strategies, and policy development to support rural health will also be examined.

    At the end of this course students will have explored specific health issues affecting rural and remote Indigenous and non-Indigenous people, hearing from practitioners and clinicians working in this field. They will also have the tools to identify clinical and public health issues in a range of rural industries. Students will be able to describe and critique models of health service delivery, health policies, and health strategies targeting health improvements for people living in rural Australia.
    Course Staff

    Course Coordinator: Dr Elizabeth Hoon

    Course Coordinator: Elizabeth Hoon
    Phone: +61 8313 1567
    Email: elizabeth.hoon@adelaide.edu.au
    Location: Level 9, Adelaide Health and Medical Sciences Building, North Terrace

    Student & Program Support Services Hub
    Email: askhealthsc@adelaide.edu.au
    Phone: +61 8313 0273

    Program Advisor’s booking system
    bit.ly/spss-hub-bookings
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes

    Demonstrate an understanding of the influence of rurality and remoteness on the health of rural Australians.

    Identify and describe the key health issues in a range of rural industries.

    Evaluate health issues faced by rural and remote Indigenous and non-Indigenous people in Australia with a social determinants health framework.

    Describe and critique models of rural and remote health service delivery.

    Describe and critique existing health strategies to address health needs in Australian rural and remote settings.

    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)
    1-5
    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
    4, 5
    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
    1, 3
    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
    1-5
    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
    1, 3
  • Learning Resources
    Required Resources
    Resources, including links to journal articles and reading lists, will be disseminated via MyUni.

     
    Recommended Resources
    N/A
    Online Learning
    The primary means of communication outside of formal contact hours will be via MyUni. Announcements and discussion boards will be the main method of communicating with the student cohort. Course material will be supported by online resources via MyUni. Material will be sequentially released in line with the teaching and learning activities in each week.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Seminars supported by problem-solving practicals developing material covered in seminars.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    .
    Learning Activities Summary
    Rural Industries and Public Health

    WEEK

    SEMINAR TOPIC

    1

    Introduction to course and Module 1- Understanding the health of Rural Australians and responses to their needs  

    2

    Module 1-

    3

    Module 1-

    4

    Module 1-

    5

    Module 2- Rural and remote Indigenous health persectives

    6

    Module 2- 

    7

    Module 2

    8

    Module 2

    9

    Module 3- Rural industries and Public Health

    10

    Module 3

    11

    Module 3

    12

    Module 3 and Concluding seminar

    Specific Course Requirements
    The one day field visit is a structured learning activity and a requirement of the course. The field visit is listed as a mandatory requirement in the course description as there is an expectation of an interactive learning process.

    However if for medical or genuine compassionate reasons a student is unable to attend the field visit, an alternative learning
    assessment will be available. The University’s standard insurance policy will cover students for these activities as they are linked to a credit bearing course.



    Small Group Discovery Experience
    N/A
  • 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

    TASK TYPE

    WEIGHTING

    COURSE LEARNING OUTCOME(S)

    Online practicals

    Summative

    10%

    1, 3

     

    Module 1- written assignment (incl field trip)

    Summative

    30%

    2

    Module 2 group presentation

    Summative

    15%

    1, 3, 4, 5

    Module 2 written reflective assignment

    Summative

    15%

    1, 3, 4, 5  

    Module 3- written assignment

    Summative

    30%

    1-5

    Assessment Related Requirements
    N/A
    Assessment Detail
    Online Tutorials
    At the commencement of the course two short online tutorials will be used to introduce the core concepts in the topic of rural health. 
    Students are tracked in their use and completion of the tutorials.

    Written assignments
    For Modules 1 and 3, students will be required to submit a 1,500 word assignment. The assignment will include a
    literature review/ background, application and integration of key concepts from the Modules with literature, and drawing conclusions.

     Reflective assignment
    For Module 2, the reflective assignment will be around 700 words, in view of the group work task.

    Group presentation
    For Module 2, the group presentation will be shared with the class in 15 minute presentations that occur across the last two weeks
    of the course.



    Submission
    Extensions
    All extensions for assignments must be requested, at the latest, by the last working day before the due date of submission. 
    Extensions will generally be granted only on medical or genuine compassionate grounds. Supporting documentation must be provided at the time a student requests an extension. Without documentation, extensions will not be granted. Late requests for extension will neither be accepted nor acknowledged.

    Only the Course Co-ordinator(s) may grant extensions.

    Supporting documentation will be required when requesting an extension. Examples of documents that are acceptable include: a medical certificate that specifies dates of incapacity, a police report (in the case of lost computers, car & household theft etc.), a letter from a Student Counsellor, Education and Welfare Officer (EWO) or Disability Liaison Officer that provides an assessment
    of compassionate circumstances, or a letter from an independent external counsellor or appropriate professional able to verify the student’s situation. The length of any extension granted will take into account the period and severity of any incapacity or impact on the student. Extensions of more than 10 days will not be granted except in exceptional circumstances.

    Late submission
    Marks will be deducted when assignments for which no extension has been granted are handed in late.

    All assignments, including those handed in late, will be assessed on their merits. In the case of late assignments where no
    extension has been granted, 5 percentage points of the total marks possible per day will be deducted. If an assignment that
    is 2 days late is awarded 65% on its merits, the mark will then be reduced by10% (5% per day for 2 days) to 55%. If that same assignment is 4 days late, the mark will be reduced by 20% (5% per day for 4 days) to 45%, and so on.

    The School of Public Health reserves the right to refuse to accept an assignment that is more than 7 days late.

    Assignments submitted after the due date may not be graded in time to be returned on the listed return dates.

    Students submitting examinable written work who request (and receive) an extension that takes them beyond the examination period are advised that there is no guarantee that their grades will be processed in time to meet usual University deadlines.

    Resubmission
    If a student is dissatisfied with an assessment grade they should follow the Student Grievance Resolution Process <https://www.adelaide.edu.au/student/grievance/process/>. Students who are not satisfied with a particular assessment result should raise their concerns with Course Co-ordinator(s) in the first instance. This must be done within 10 business days of the date of notification of the result. Resubmission of any assignment is subject to the agreement of the Course Co-ordinator(s) and
    will only be permitted for the most compelling of reasons. 
    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.

  • 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.