FACULTY OF HEALTH SCIENCES

School of NURSING, MIDWIFERY & PARAMEDICINE NATIONAL

SUMMER SEMESTER 2023 UNIT CODE: NRSG371

UNIT TITLE: BUILDING HEALTHY COMMUNITIES UNIT OUTLINE

Credit points: 10

Prerequisites/incompatibles: For BN, BN/BBA and BN/BP students: NRSG264 & NRSG267

Mode: Multi mode

Attendance pattern: Lecture recordings, face to face tutorials and online learning

Duration: 10-week semester. You should anticipate undertaking 150 hours of study for this unit, including tutorial attendance, online content, readings and assignment preparation.

UNIT RATIONALE, DESCRIPTION AND AIM

To function effectively as a graduate nurse, a working knowledge of the larger context of health is essential. This unit is required by students to assist them to understand the role of the nurse in health promotion, community settings and community engagement, as well as how nurses work with other disciplines and key stakeholders.

This unit will assist students to understand that the care they provide as graduates across a variety of clinical settings is contextualized within the larger context of health. Using ACU’s community engagement principles and values, students will examine key issues in working in community settings as well as reflect on participating in community engagement. The creation of healthy communities will be examined by focusing on the role of health promotion and self-management in illness prevention. The role of the nurse in health promotion program planning and evaluation will be examined. A particular emphasis will be on how nurses work with other disciplines and key community stakeholders in partnership to promote healthy communities. Further, the changing role of health care and how the nurse might evolve to function optimally in a changing environment will also be addressed.

The aim of this unit is to assist students to function optimally as a graduate nurse in meeting diverse health and well-being needs of individuals and communities across a range of local and global settings.

LEARNING OUTCOMES

On successful completion of this unit, students should be able to:

LO1 critically discuss the historical context of building healthy communities in Australia, the occurrence of selected health promotion issues across the lifespan; and how these issues are addressed in the National Health Priorities; (GA1, GA2)

LO2 critically analyse approaches to health promotion and evaluation aimed at addressing contemporary health promotion and illness prevention issues; (GA1, GA4)

LO3 critically discuss the role of the nurse in meeting the diverse health and well-being needs of individuals and communities across a range of local and global settings through partnerships between stakeholders, multidisciplinary health care teams, community groups and volunteer organisations; (GA2, GA4, GA7)

LO4 appraise the changing role of health care in communities and how the role of the nurse might evolve to meet these future challenges whilst retaining respect for the dignity, culture, values, beliefs and rights of people requiring assistance with health management; (GA4, GA7)

LO5 critically reflect on how nurses can participate in ethical community engagement that is based on reciprocity, capacity building, enhancing the dignity and wellbeing of community members, and that results in transformative learning; (GA1, GA2, GA7)

GRADUATE ATTRIBUTES

Each unit in your course contributes in some way to the development of the ACU Graduate Attributes which you should demonstrate by the time you complete your course. All Australian universities have their expected graduate attributes – ACU’s Graduate Attributes have a greater emphasis on ethical behaviour and community responsibility than those of many other universities. All of your units will enable you to develop some attributes.

On successful completion of this unit, students should have developed their ability to:

GA1    demonstrate respect for the dignity of each individual and for human diversity GA2    recognise their responsibility to the common good, the environment and society GA4    think critically and reflectively

GA7    work both autonomously and collaboratively

NMBA REGISTERED NURSE STANDARDS FOR PRACTICE

The Nursing and Midwifery Board of Australia’s Registered Nurse Standards for Practice developed in this unit are:

CONTENT

Topics will include:

·         Defining communities

o   communities of place

o   communities of interest

o   rural and underserved communities

·         Historical Context of Healthy Communities

o   The Australian context of Primary Health Care (PHC) and health promotion

o   Healthy cities and communities

o   Models of care delivery and the social influences on care delivery

o   Community organisations and volunteer settings

·         Building healthy communities and the challenges of doing so

o   Future directions and the changing role of health care and nursing

o   Local and global challenges

o   Health for all and health in all policies

o   National health priorities

·         Community development approaches to health and healthcare

o   Community participation, empowerment, engagement and cultural competence

o   Partnerships, collaboration, engaging stakeholders and multidisciplinary teams

o   Communication and consultation

o   Self-care, health promotion and case management

·         Community programs and community-based health promotion

o   Individual, structural approaches and community development approaches

o   Demographic and lifestyle issues, including obesity, drug and alcohol use

o   Needs assessment

o   The planning cycle, including the PRECEDE model

o   Impact and outcome evaluation

·         Community engagement

o   Capacity building

o   Reciprocity

o   Transformative learning

CASE STUDIES

Case studies for this unit focus on the role of the nurse and the multidisciplinary team, curriculum threads, exploration of and engagement with unit content.

·         10-year-old male (lower socioeconomic): childhood obesity.

·         34-year-old female (high socioeconomic): domestic violence.

LEARNING AND TEACHING STRATEGY AND RATIONALE

Modes of delivery in this unit include lectures, tutorials, online activities and self-directed study. Consistent with adult learning principles, the teaching and learning strategies used within these modes of delivery will provide students with foundational knowledge and skills relevant to professional nursing practice. This unit’s emphasis on community engagement requires students to scaffold this content with other content delivered across the program to analyse and reflect on approaches to, and impact of, engagement with community to improve health and prevent illness. These strategies will also support students in meeting the aim, learning outcomes and graduate attributes of the unit and the broader course learning outcomes. Learning and teaching strategies will reflect respect for the individual as an independent learner. Students will be expected to take responsibility for their learning and to participate actively with peers.

Students will apply the content from this unit to reflect on their community engagement experience, which may include:

International community engagement experience; Community engagement experience during this semester;

Ongoing community engagement activity over the course of study.

Students exiting university need significant life-long learning skills to deliver sound, ongoing, evidence-based graduate practice as a member of the professional workforce. To embed life-long learning skills, students must demonstrate increasing reflective capacity to identify what is being done well and what requires additional work in progressing toward required learning outcomes. Located in the third year of the programme, this theory unit includes some face-to-face teaching hours and an increased online component of learning. Lectures are utilised to convey content and central principles while tutorials deliver interactive and student-driven learning sessions to extend the community of learners, and increase their self-reliance, critical reflection and debate. Online materials provide students with the opportunity to undertake directed, self-motivated study and continue to transition to independent study and life-long learning.

QUALITY ASSURANCE AND STUDENT FEEDBACK

This unit has been evaluated through the ‘Student Evaluation of Learning and Teaching’ (SELT) online surveys. In response to the previous student cohort SELT’s, the following changes have been made to this unit.

·         FAQ for assessment tasks one and two have been provided

·         Additional online activities and mini lectures have been created to further explain new concepts

·         Assessment one changes to the layout and required content

·         A template for assessment task one has been provided

SELT surveys are usually conducted at the end of the teaching period. Your practical and constructive feedback is valuable to improve the quality of the unit. Please ensure you complete the SELT survey for the unit. You can also provide feedback at other times to the unit lecturers, course coordinators and/or through student representatives.

LECTURE CAPTURE

All lectures for this unit will be pre-recorded and made available to you on each module tile on LEO. An introductory lecture will also be available on the ‘information and resources’ tile on LEO.

SCHEDULE

For the most up-to-date information, please check your LEO unit and also note advice from your lecturing and tutoring staff for changes to this schedule.

SCHEDULE

PUBLIC HOLIDAYS

You should refer to information on the LEO national tile as to how replacement learning will be offered for students who have a public holiday fall on the day of their scheduled tutorial.

ATTENDANCE REQUIREMENTS FOR THIS UNIT

Attendance at all tutorials is expected. You are also required to view each lecture recording and complete all online activities.

Reasons why attendance is required

In classes, you will be interacting with other students and developing skills which you will use in your professional/clinical experience. If you attend less than 80% of classes, you may be at risk of not developing these essential skills. Additionally, contributing to and learning from interactions in tutorials has been shown to increase students’ understanding and improve student success. Lecturers monitor attendance and your use of LEO so that we can support your learning. You are strongly advised to plan your week carefully, prioritise time to prepare for tutorials and attend a minimum of 80% of classes in this unit. These are your responsibilities as an adult learner.

ASSESSMENT STRATEGY AND RATIONALE

A range of assessment items consistent with university assessment requirements and policy will be used to ensure you achieve the unit learning outcomes and attain the graduate attributes.

Third year requires you to continue your transition towards independent learning. In this unit, there are two 50% assessment items, therefore the importance of each item is higher in terms of achievement of unit learning outcomes and graduate attributes.

The poster assignment requires you to examine a community health issue and identify key points where changes can be made. The written assignment addresses health problems as a societal issue. It requires you to integrate the role of the nurse with the building of healthy communities.

These assessments are required to build your knowledge and skills which, by the conclusion of this unit, will enable you to graduate as a safe and effective nurse.

In order to pass this unit, you are strongly advised to submit all assessment tasks as identified in this unit outline and you are required to achieve an overall cumulative score of 50%. The assessment tasks for this unit are designed for you to demonstrate your achievement of each learning outcome.

ELECTRONIC SUBMISSION, MARKING AND RETURN

Assessment 1 and assessment 2 are to be submitted into the allocated Turnitin dropboxes. Marking will occur within Turnitin. Grades and feedback for each assessment item will be available in Turnitin.

FOR ALL ASSESSMENTS

Please include the word count of your assignment on the front page of your assignment or in a header. Please note that in-text citations are included in the word count whilst the reference list is not included in the word count. Words that are more than 10% over the word count will not be considered for marking. Please see further information in the section below titled ‘Word Count’.

ASSESSMENT 1

Description

This assessment task requires you to examine a health issue from the below list (Australian Health Performance Framework - AHPF). The below link has been provided to assist you in beginning your research into your chosen topic.

Topics

https://www.aihw.gov.au/reports-data/australias-health-performance/australias-health-performance- framework

·         Pertussis (whooping cough)

·         Melanoma of the skin

Part A

Describe the impact of the health issue at the level of the community AND the population. Part B

Outline one key point where changes can be made for both the community AND the population. The identified changes should highlight the role of the nurse.

Part C

Develop an action plan, using evidence-based research, to address your chosen health issue, targeting one key area of change that you outlined in part B. Here, you will utilise Stage 2 of the Health Promotion Planning Cycle (HPPC) to identify illness prevention strategies.

Due date:                                          Wednesday 19th December 2022, 2pm

Weighting:                                        50%

Length and/or format:                    1500 words       +/- 10%

Purpose:                                           This assessment task requires you to examine a community and population health issue and identify key points where changes can be made. An understanding of what is possible is required by any health care professional when approaching an issue if they are to plan for a genuine outcome. In addition, professional skills in presenting a poster for a healthcare conference are developed.

Learning outcomes assessed:     LO1, LO2, LO3

How to submit:                                Turnitin, PDF format only

Return of assignment:                    Feedback and marks will be returned to you via Turnitin in accordance with ACU policy.

Assessment criteria:                      Outlined in Appendix A. A national zoom session will be held, and

recorded, to support your understanding of the requirements of the assessment item. An announcement will be made on LEO regarding the date of this session.

ASSIGNMENT 2

Part A

Identify a community of your choice within Australia, including the key characteristics of your chosen community. Provide a rationale for why you have selected this community in relation to your chosen topic (from the list below).

Part B

Describe how nurses can work in partnership with the community of your choice, using a strength- based approach, to address one of the following topics.

The below links have been provided to you to assist you in beginning your research into your chosen topic.

Topics

https://www.aihw.gov.au/reports-data/australias-health-performance/australias-health-performance- framework

·         Insufficient physical activity

·         Rates of current daily smokers

Due date:                                          Wednesday 16th January 2023, 2pm

Weighting:                                        50%

Length and/or format:                    2000 words        +/- 10%

Purpose:                                           This assessment task addresses health problems as a societal issue. It requires you to integrate the role of the nurse with the building of healthy communities in order to expose you to the reality that nursing practice environments reach beyond the hospital setting into the wider community.

Learning outcomes assessed:     LO3, LO4, LO5

How to submit:                                Turnitin, word document only

Return of assignment:                    Feedback and marks will be returned to you via Turnitin in accordance with ACU policy.

Assessment criteria:                      Outlined in Appendix B. A national zoom session will be held, and

recorded, to support your understanding of the requirements of the assessment item. An announcement will be made on LEO regarding the date of this session.

WORD COUNT

Writing requires skill and being able to write within a specified word limit is an essential component of professional and academic work. Reading and writing critically are fundamental skills which demonstrate an understanding and an ability to make judgements and solve problems, hence why only 10% of a word count should be direct quotes. That is, if the word count is 1500 words only 150 of those words should be direct quotes. Word counts provide students with an indication of the amount of detail and work required for each assessment item.

What is included in a word count?

Essentially, all text within an assessment item from the introduction through to the conclusion is counted in the word count. This includes all in-text citations, direct quotes and headings. The word count does not include the following:

•  Title page

•  Reference list

•  Appendices

•  Tables

•  Figures and legends

ASSIGNMENTS SUBMITTED JUST BEFORE THE DUE DATE AND TIME

Please note that if you submit your assignment, notice that the similarity index is high but do not have time to revise your assignment before the due date has passed, then you are advised to:

·         contact the Lecturer in Charge and request that your assignment be removed.

·         revise the assignment, submit it within three days of the due date and incur a late submission penalty.

·         submit it into the regular drop box. Do not submit into the extension drop box. Please review the Academic Integrity and Misconduct policy if you choose not to do this.

REFERENCING

This unit requires you to use the APA 7th edition referencing system.

See the ‘Academic referencing’ page of the Student Portal for more details.

ACU POLICIES AND REGULATIONS

It is your responsibility to read and familiarise yourself with ACU policies and regulations, including regulations on examinations; review and appeals; acceptable use of IT facilities; and conduct and responsibilities. These are in the ACU Handbook, available from the website.

A list of these and other important policies can be found at the University policies page of the Student Portal.

Assessment policy and procedures

You must read the Assessment Policy and Assessment Procedures in the University Handbook: they include rules on deadlines; penalties for late submission; extensions; and special consideration. If you have any queries on Assessment Policy, please see your Lecturer in Charge.

Please note that:

(1)  any numerical marks returned to students are provisional and subject to moderation;

(2)  students will not be given access to overall aggregated marks for a unit, or overall unit grade calculated by Gradebook in LEO;

and,

(3)  students will be given a final mark and grade for their units after moderation is concluded and official grades are released after the end of semester.

Academic integrity

You have the responsibility to submit only work which is your own, or which properly acknowledges the thoughts, ideas, findings and/or work of others. The Academic Integrity and Misconduct Policy and the Academic Misconduct Procedures are available from the website. Please read them, and note in particular that cheating, plagiarism, collusion, recycling of assignments and misrepresentation are not acceptable. Penalties for academic misconduct can vary in severity and can include being excluded from the course.

The Turnitin application (a text-matching tool) will be used in this unit, in order to enable:

·         students to improve their academic writing by identifying possible areas of poor citation and referencing in their written work; and

·         teaching staff to identify areas of possible plagiarism in students’ written work.

While Turnitin can help in identifying problems with plagiarism, avoiding plagiarism is more important. Information on avoiding plagiarism is available from the Academic Skills Unit.

For any assignment that has been created to allow submission through Turnitin (check the Assignment submission details for each assessment task), you should submit your draft well in advance of the due date (ideally, several days before) to ensure that you have time to work on any issues identified by Turnitin. On the assignment due date, lecturers will have access to your final submission and the Turnitin Originality Report.

Please note that electronic marking, Grademark, is used in this unit using Turnitin. Turnitin will be used as a means of submitting, marking and returning assessment tasks and so a text matching percentage will appear on your submission automatically.

FIRST PEOPLES AND EQUITY PATHWAYS DIRECTORATE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS

Every campus provides information and support for Aboriginal and Torres Strait Islander Students. Indigenous Knowings are embedded in curricula for the benefit of all students at ACU.

STUDENT SUPPORT

If you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have a disability/medical condition which may impact on your studies, you are advised to notify your Lecturer in Charge, Course Coordinator and/or one of the services listed below as soon as possible.

For all aspects of support please visit ACU Info section in the Student Portal.

·         Academic Skills offers a variety of services, including workshops (on topics such as assignment writing, time management, reading strategies, referencing), drop-in sessions, group appointments and individual consultations. It has a 24-hour online booking system for individual or group consultations.

·         Campus Ministry offers pastoral care, spiritual leadership and opportunities for you to be involved with community projects.

·         The Career Development Service can assist you with finding employment, preparing a resume and employment application and preparing for interviews.

·         The Counselling Service is a free, voluntary, confidential and non-judgmental service open to all students and staffed by qualified social workers or registered psychologists.

·         Disability Services can assist you if you need educational adjustments because of a disability or chronic medical condition; please contact them as early as possible.

INHERENT REQUIREMENTS

·         To support your progression in this unit, students are directed to access the course inherent requirements, on the link below, to understand the essential aspects of their course. If you require assistance to enable you to achieve the knowledge, skills and attitudes outlined in the inherent requirements, please speak with your academic and or a disability advisor for support.

·         www.acu.edu.au/inherent-requirements

ONLINE RESOURCES AND TECHNOLOGY REQUIREMENTS

The LEO page for this unit contains further readings/discussion forums. https://leo.acu.edu.au/course/view.php?id=39812

In addition, for this unit you will be required to use the following technologies:

Internet access is required for online learning and online zoom sessions. A microphone and camera are required for online zoom session participation.

TEXTS AND REFERENCES

Required texts:

Taylor, O’Hara, L., Talbot, L., & Verrinder, G. (2021). Promoting health: the primary health care approach (7th ed). Elsevier Australia. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013048100002 352

Available via Cambridge University Press, please follow ACU library instructions.

Guzys, E., Brown, R., Halcomb, E. & Whitehead, D. (2021). An introduction to community and primary health care (3rd ed.). Cambridge UK: Cambridge University Press.

Recommended references:

Available via links below

Australian Institute of Health and Welfare (AIHW). (2020). Australia’s health 2020. Australia’s health series no.17. AUS 221. Canberra: AIHW https://www.aihw.gov.au/reports- data/australiashealth

World Health Organisation (WHO). (1986). Ottawa Charter for Health Promotion http://www.euro.who.int/ data/assets/pdf_file/0004/129532/Ottawa_Charter.pdf

Available via Clinical Key

Clendon, J. & Munns, A. (2019). Community health and wellness: Principles of primary health care (6th ed.). Chatswood, NSW: Elsevier Australia.

Fleming, M. L., Parker, E., Correa-Velez, I. (2019). Introduction to public health (4th ed.).

Chatswood, NSW: Elsevier Australia.

APPENDICES