Overview
In this unit you will develop a broad understanding of rural and remote health and the role that health professionals play within this context. You will identify and evaluate current issues and priorities for rural and remote health from a range of stakeholder perspectives. Finally, you will develop an applied project that requires you to exercise your critical thinking and problem-solving skills to generate new and innovative solutions to current rural and remote inequities.
Details
Pre-requisites or Co-requisites
Students must have successfully completed 48 credit points of study
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2025
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from 'SUTE' survey
Students found the level of feedback provided on assessment tasks informative and useful to focus subsequent assessments and consolidate their learning.
It is recommended that assessment feedback continue to be provided to students in ways that allows clear understanding of their strengths and advice for future improvement, and how the assessed content relates to both theoretical and practical implications of rural and remote healthcare.
Feedback from 'SUTE' survey
Students found the assessment tasks to be creative and applicable; however, some students indicated that assessments felt too overlapped and that clearer assessment instructions may be beneficial.
It is recommended that the three assessments be reviewed for potential opportunities to strengthen relevance to healthcare practice, refine focus points within and across assessments, and clarify assessment instructions.
Feedback from 'SUTE' survey
Students indicated that the link between unit content and practical application of their specific healthcare field was not always clear.
It is recommended that practical implications related to learning content be highlighted and openly discussed during tutorials, and with consideration for the range of healthcare courses engaged in this unit.
- Outline and explain the challenges associated with health in rural and remote communities
- Identify and evaluate current issues and priorities for rural and remote health
- Generate solutions for inequities within rural and remote healthcare exercising critical thinking and problem-solving skills
- Identify and evaluate the health challenges and appropriate health resources for Aboriginal and Torres Strait Islander peoples in rural and remote communities
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 40% | ||||
| 2 - Project (applied) - 40% | ||||
| 3 - Poster Sessions - 20% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | ||||
| 2 - Problem Solving | ||||
| 3 - Critical Thinking | ||||
| 4 - Information Literacy | ||||
| 5 - Team Work | ||||
| 6 - Information Technology Competence | ||||
| 7 - Cross Cultural Competence | ||||
| 8 - Ethical practice | ||||
| 9 - Social Innovation | ||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Zoom (both microphone and webcam capability)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
d.taylor@cqu.edu.au
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This unit consists of interactive learning material and tutorials. Interactive learning materials provide fundamental knowledge and various types of activities designed to help reinforce your theoretical knowledge and understanding. Tutorials are designed to enable you to apply your theoretical understanding in a practical manner. It is expected that you work through all learning material before attending your weekly tutorial.
1 Written Assessment
For this assessment, you are required to identify and critically evaluate a current health-related challenge faced by rural and remote communities. In your response, please address the following:
- What is the specific health-related challenge currently affecting rural and remote communities?
- How and why is this challenge unique or disproportionately prevalent in rural and remote communities, compared to urban or metropolitan areas?
- What are the social, cultural, and economic factors contributing to the persistence or exacerbation of this challenge in rural and remote contexts?
- What are the impacts of this challenge on the health of individuals and communities?
- Why is understanding and addressing this health challenge critical to your future practice as a health professional?
Please ensure your response is informed by relevant academic literature and refer to the ALLH13011 Rural and Remote Practice for Health Professionals Moodle page for additional resources and detailed task description.
Week 6 Monday (21 Apr 2025) 5:00 pm AEST
Week 8 Monday (5 May 2025)
For this task, you will be graded against the following criteria:
- Evaluate data to demonstrate the prevalence of the health-related challenge in rural/remote areas, and the population/s and community or communities affected
- Critically analyse research and statistical data to demonstrate rural/remote health inequalities and their social underpinnings.
- Academic communication and writing.
- Appropriate referencing, in accordance with APA referencing requirements.
Use of Generative Artificial Intelligence agents (Gen AI): Within this assessment the use of Microsoft Copilot, Chat GPT or other Gen AI agents can be used to generate ideas and general structures as well as content editing, critique and review. Please reference its use as appropriate. Using AI beyond idea generation, content editing and review (i.e., to write the assessment for you) is not permitted.
Total weighing of this task: 40% of overall grade. This assessment task has a minimum pass mark of 50%. Thus, you must pass this assessment task to be eligible to pass the unit overall.
Please refer to the ALLH13011 Rural and Remote Practice for Health Professionals Moodle page for additional information, including a detailed criteria sheet.
- Outline and explain the challenges associated with health in rural and remote communities
- Identify and evaluate current issues and priorities for rural and remote health
2 Project (applied)
Building upon the findings from Assessment Task 1, you are required to create a pre-recorded presentation that synthesizes your analysis and proposes solutions to the health-related challenge you previously identified. Your presentation must incorporate audio, visual elements, and a PowerPoint presentation, and should address the following key components:
- Current Interventions: Discuss what is currently being done to alleviate, remove, or resolve the health-related challenge you outlined in Assessment Task 1. This may include existing programs, policies, and community-based initiatives.
- SWOT Analysis: Analyse the strengths, weaknesses, opportunities, and threats (SWOT) associated with the current approaches being implemented. Reflect on the effectiveness of these strategies and the challenges they face in rural and remote settings.
- Socially Innovative Solution: Propose a socially innovative solution (or opportunity) that could improve health outcomes in a specfic rural and/or remote community. Your proposed solution should be informed by current literature and best practices, and consider social, cultural, and economic factors.
- Potential Impact: Outline the potential impact of your solution on individuals, communities, and the healthcare system in a specific rural and/or remote area. Consider both short-term and long-term effects on health outcomes, equity, and access to care.
Please refer to the ALLH13011 Rural and Remote Practice for Health Professionals Moodle page for additional resources and detailed task guidelines.
Week 9 Monday (12 May 2025) 5:00 pm AEST
Week 11 Monday (26 May 2025)
If your assessment is not submitted in accordance with the due date, grades and feedback will be returned two weeks after submission date.
For this task, you will be graded against the following criteria:
- Critically analyse existing health-related programs.
- Identify and succinctly discuss opportunities to improve rural health in specific Australian locations.
- Succinctly detail a socially innovative project to address the outlined opportunity.
- Use effective presentation skills to engage your audience.
- Appropriate referencing, in accordance with APA referencing requirements.
Use of Generative Artificial Intelligence agents (Gen AI): Within this assessment the use of Microsoft Copilot, Chat GPT or other Gen AI agents can be used to generate ideas and general structures as well as content editing, critique and review. Please reference its use as appropriate. Using AI beyond idea generation, content editing and review (i.e., to write the assessment for you) is not permitted.
Total weighing of this task: 40% of overall grade. This assessment task has a minimum pass mark of 50%. Thus, you must pass this assessment task to be eligible to pass the unit overall.
Please refer to the ALLH13011 Rural and Remote Practice for Health Professionals Moodle page for additional information, including a detailed criteria sheet.
- Identify and evaluate current issues and priorities for rural and remote health
- Generate solutions for inequities within rural and remote healthcare exercising critical thinking and problem-solving skills
3 Poster Sessions
For this assessment, you are required to create a poster or infographic aimed at professionals in your future health profession, with the goal of increasing understanding and awareness of Aboriginal and Torres Strait Islander health and healthcare challenges. You may focus on one of the following topics covered in this unit:
- Mental Health Concerns
- Ageing and Aged Care
- Youth Health
- Chronic Disease
Your poster/infographic should be informed by appropriate literature, data, and statistics, and should include the following components:
Magnitude of the Health-Related Challenge: Present the scope and significance of the health issue you’ve chosen, using relevant statistics and evidence to demonstrate its impact on Aboriginal and Torres Strait Islander communities, in rural and remote settings. Highlight key trends or disparities that healthcare professionals need to be aware of when working with these populations.
Health Programs and Interventions: Identify and describe current health-related programs, policies, or initiatives aimed at addressing the health concern in Aboriginal and Torres Strait Islander communities. Provide an overview of their goals, target populations, and effectiveness in improving health outcomes. Explain how these initiatives are specifically tailored to the needs of Aboriginal and Torres Strait Islander peoples in rural and remote areas.
Visual Communication: Your poster or infographic should be visually engaging and informative, designed to communicate critical information in a concise and accessible format. Use appropriate visuals such as graphs, charts, and images to support key messages and enhance understanding. The design should be professional and suitable for an audience of healthcare professionals.
Relevance to Future Practice: Why is it important for healthcare professionals to understand the health challenges and interventions affecting Aboriginal and Torres Strait Islander communities? Reflect on how this knowledge will improve your ability to work effectively in rural and remote settings and contribute to reducing health inequities. Consider how this awareness will influence your approach to patient care, cultural competence, and health outcomes in your future professional practice.
Please refer to the ALLH13011 Rural and Remote Practice for Health Professionals Moodle page for additional resources, including a detailed task description and examples of effective posters/infographics.
Week 12 Monday (2 June 2025) 5:00 pm AEST
Exam Week Friday (20 June 2025)
If your assessment is not submitted in accordance with the due date, grades and feedback will be returned two weeks after submission date.
For this task, you will be graded against the following criteria:
- Succinctly detail health-related concerns using appropriate literature and statistics.
- Classify specific Australian locations using appropriate classifications of remoteness.
- Identify and succinctly describe health-related programs.
- Use effective presentation skills to engage your audience.
- Appropriate referencing, in accordance with APA referencing requirements.
Use of Generative Artificial Intelligence agents (Gen AI): Within this assessment the use of Microsoft Copilot, Chat GPT or other Gen AI agents can be used to generate ideas and general structures as well as content editing, critique and review. Please reference its use as appropriate. Using AI beyond idea generation, content editing and review (i.e., to write the assessment for you) is not permitted.
Total weighing of this task: 20% of overall grade. This assessment task has a minimum pass mark of 50%. Thus, you must pass this assessment task to be eligible to pass the unit overall.
Please refer to the ALLH13011 Rural and Remote Practice for Health Professionals Moodle page for additional information, including a detailed criteria sheet.
- Identify and evaluate the health challenges and appropriate health resources for Aboriginal and Torres Strait Islander peoples in rural and remote communities
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
