Overview
On successful completion of this unit you will have an appreciation of social determinants on your own and others' health outcomes. You will understand how early childhood experiences, culture, ethnicity, gender, socioeconomic status and education play out to influence health at individual, community and societal levels. You will explore the impacts of racism, sexism, poverty and inequality on social gradients and the short and long term effects on health. You will also explore the social protective factors of community connectedness and identity and be introduced to key social innovation concepts. Finally, you will have the opportunity to refine your academic searching and writing skills through the literacy and information literacy resources provided in this unit.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
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 3 - 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 Student feedback via unit evaluation and in-person comments.
Some students reported difficulty accessing the free online textbook chapters, despite the library confirming that access should not be affected by the large cohort size.
Review the accessibility and usability of the free online textbook chapters to ensure a smooth experience for all students. Consider reinstating the previously prescribed textbook to better support student engagement and ease of access.
Feedback from Student feedback via unit evaluation, email, and in-person comments
Students consistently reported feeling supported and engaged, with positive feedback on the clarity of expectations and the relevance of content to their future careers.
Continue to prioritise clear communication of unit expectations and maintain a supportive, inclusive learning environment. Retain the current structure and teaching approach that links foundational health concepts to real-world practice, as this has been well received by students across disciplines.
- Explain social determinants of health from an individual scale
- Explain social determinants of health across community and national/global scales
- Relate social determinants of health to community connectedness and identity
- Demonstrate appropriate referencing in academic writing
- Develop an appropriate argument in an academic essay
- Locate and evaluate relevant information using library tools.
Not applicable.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Written Assessment - 20% | ||||||
| 2 - Online Quiz(zes) - 30% | ||||||
| 3 - Written Assessment - 50% | ||||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 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
Social Determinants of Health: A Comparative Approach
Edition: 2nd (2019)
Authors: Davidson, A
Oxford University Press
Don Mills Don Mills , Ontario , Canada
ISBN: 978-0-19-903220-4
This textbook is recommended (supplementary) but not 'prescribed.' Throughout the term, students will be provided with a range of journal articles and other reading material.
Students undertaking a public health degree or a minor in public health should consider purchasing this textbook, as key concepts in public health are covered and may be useful throughout their studies. The textbook is available online as an eBook via a 'rent' or 'buy' purchase. Students may also use the first edition. Relevant chapter readings will be provided for the textbook's first and second editions for those who wish to use it throughout the term.
Binding: Paperback
This textbook is recommended (supplementary) but not 'prescribed.' Throughout the term, students will be provided with a range of journal articles and other reading material.
Students undertaking a public health degree or a minor in public health should consider purchasing this textbook, as key concepts in public health are covered and may be useful throughout their studies. The textbook is available online as an eBook via a 'rent' or 'buy' purchase. Students may also use the first edition. Relevant chapter readings will be provided for the textbook's first and second editions for those who wish to use it throughout the term.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Computer - ability to access study materials, access Zoom application for meetings and view instructional videos.
All submissions for this unit must use the referencing styles below:
For further information, see the Assessment Tasks.
s.kaphle@cqu.edu.au
Module/Topic
Learning Histories
Chapter
Refer to Week 1 eReading list via Moodle
Events and Submissions/Topic
Zoom session
Module/Topic
Social Determinants of Health
Chapter
Refer to Week 2 eReading list via Moodle
Events and Submissions/Topic
Zoom session
Module/Topic
Population Health: Shifting the Scale
Chapter
Refer to Week 3 eReading list via Moodle
Events and Submissions/Topic
Zoom session
Module/Topic
Socioeconomic Status (SES): Income
Chapter
Refer to Week 4 eReading list via Moodle
Events and Submissions/Topic
Zoom session
Module/Topic
Socioeconomic Status (SES): Employment
Chapter
Refer to Week 5 eReading list via Moodle
Events and Submissions/Topic
Zoom session
Reflective Response Due: Week 5 Friday (12 Dec 2025) 5:00 pm AEST
Module/Topic
Socioeconomic Status (SES): Education
Chapter
Refer to Week 6 eReading list via Moodle
Events and Submissions/Topic
Zoom session
Module/Topic
Mid-term break
Chapter
Events and Submissions/Topic
No classes this week
Module/Topic
Mid-term break
Chapter
Events and Submissions/Topic
No classes this week
Module/Topic
Early Childhood Experiences
Chapter
Refer to Week 7 eReading list via Moodle
Events and Submissions/Topic
Zoom session
Quiz 1, Social Determinants of Health, opens 9 Am, Monday of Week 7
Module/Topic
Culture and Ethnicity
Chapter
Refer to Week 8 eReading list via Moodle
Events and Submissions/Topic
Zoom session
Module/Topic
Determinant of Health: Gender
Chapter
Refer to Week 9 eReading list via Moodle
Events and Submissions/Topic
Zoom session
Module/Topic
Social and Community Connection
Chapter
Refer to Week 10 eReading list via Moodle
Events and Submissions/Topic
Zoom session
Quiz 1, Social Determinants of Health, closes 5:00 pm, Friday of Week 10
Module/Topic
Healthy Neighbourhoods
Chapter
Refer to Week 11 eReading list via Moodle
Events and Submissions/Topic
Zoom session
Module/Topic
Essay Question & Answer week
Chapter
Events and Submissions/Topic
Quiz 2 Part A & B - iChange module completion and social Innovation quiz due by 5:00 pm, Friday of Week 11
Essay Due: Week 12 Friday (13 Feb 2026) 5:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
There will be two weeks break over Christmas and New Year.
1 Written Assessment
There are two options for this assessment. You will choose one option (Option A or Option B below). Note: When reflecting on these questions, you do not need to discuss anything very personal—only discuss what you are comfortable with, and you can be brief with your description.
Option A (Self-reflection and two sample individuals)
Step 1: Reflect on these five questions on how these issues have impacted you and/or your family. Write a 100-150 word response to each of these five questions:
1. How has the level of my or my family's income influenced my life outcomes and health?
2. How did my early childhood experiences influence my life outcomes and health?
3. How has my education level influenced my life outcomes and health?
4. How has my gender influenced my life outcomes and health?
5. How has my ethnic and/or cultural background influenced my life outcomes and health or how I think about health?
Step 2: Choose two sample individuals from the ten individual 'reflective responses' on Moodle and review their responses to the questions.
Step 3: Use the template provided on Moodle to analyse your reflective response and the other two reflective responses. Draw out common ideas/themes. In the template, your response is 'extract 1', and the other two sample individuals will form 'extract 2’ and ‘extract 3'.
Option B (Interview reflection and two sample individuals)
Step 1: Interview someone you know and ask them the five questions (see Option A above). The person you interview could be a friend, colleague or family member. They might be older than you, a different gender, or of a different cultural/ethnic background.
Step 2: Reflect on their five answers. Write a 100-150 word response to each of these five questions.
Step 3: Choose two sample individuals from the ten individual 'reflective responses' on Moodle and review their responses to the questions.
Step 4: Use the template provided in Moodle to analyse your individual’s reflective response and the other two reflective responses. Draw out common ideas/themes. In the template, your interview response is 'extract 1', and the other two sample individuals will form 'extract 2’ and ‘extract 3'.
Please only choose option B if you are comfortable asking these questions of someone and are certain that you will not cause them undue distress. You should not name this person in the template and can refer to them as 'extract 1’.
If you are not comfortable with either Option A or B, email your unit coordinator/lecturer.
Use of Generative AI
Level of Generative AI use allowed:
Level 2: You may use Al for planning, idea development and research. Your final submission should show how you have developed and refined these ideas.
In accordance with CQUniversity policy, please note that if you used Generative Artificial Intelligence tools for the aforementioned permitted uses, then you MUST: 1) include a declaration in your assessment stating the use of Generative Artificial Intelligence and how it was used and 2) you need to cite it in-text and in the reference list. Please see resources on the Moodle site for guidance on appropriate declaring and referencing of Generative Artificial Intelligence. Examples of Generative Artificial Intelligence tools include but are not limited to: ChatGPT, Copilot, Claude, Gemini, Grammarly AI, DALL-E, and Bard.
Week 5 Friday (12 Dec 2025) 5:00 pm AEST
Please submit as a Word document.
Week 7 Friday (9 Jan 2026)
Your generated themes from the template will be marked according to their broad relevance to the Social Determinants of Health covered in this unit. See the Moodle site for a detailed marking rubric.
- Explain social determinants of health from an individual scale
2 Online Quiz(zes)
There are two components to the online quizzes.
Quiz 1: The first online quiz relates to the social determinants of health. It is open-book and contains fifteen (15) questions. The quiz is completed online. It contributes a possible 15 marks (15%) towards the final grade for the unit. Only one attempt is possible on this quiz. Quiz 1 Opens 9 Am Monday of week 7 and closes 5PM Friday of week 10.
Quiz 2: The second online quiz relates to Social Innovation and involves: A) completion of the CQUniversity iChange Module, and B) answering three multiple-choice questions that relate to social innovation. This assessment contributes 15 marks (15%) towards the final grade for the unit. The iChange Module can be accessed via the CQUniversity Social Innovation website, details are provided on the unit Moodle page. iChange is an online module that contains six social innovation-themed units and quizzes, once completed you will be issued a completion certificate.
You may commence the iChange module at any time during the term; however, you must have completed it, uploaded your completion certificate (Part A), and answered the associated Social Innovation multiple-choice questions (Part B) by 5 Pm Friday of Week 11.
Use of Generative AI: No AI
Level 1: You must not use Al at any point during the assessment. You must demonstrate your core skills and knowledge.
Note: A 72-hour Grace Period does not apply for these assessments.
Quiz 1 closes 5PM Friday of Week 10. Quiz 2 must be completed by 5PM Friday of Week 11.
Results of Quiz 1 will be released one week after the quiz has closed.
Each question in Quiz 1 and Quiz 2 (Part B) are worth 1 mark each. By uploading your iChange completion certificate (Quiz 2, Part A), you will automatically earn the 12 marks this task is worth.
- Explain social determinants of health from an individual scale
- Explain social determinants of health across community and national/global scales
- Relate social determinants of health to community connectedness and identity
- Locate and evaluate relevant information using library tools.
3 Written Assessment
Using one character, as shown in the case examples on the Moodle site, write an essay of 1,500 - 2,000 words that explores how social and/or community connectedness could be protective for the health of the character. The focus of your essay will be an exploration of one avenue (of your choosing) for your character to connect to others and/or their community and how this will bring benefits to their health.
In your submission, include the character name e.g. "Melanie". In the 'resources' block on Moodle, you will find the case examples that you can choose from, a sample essay and a copy of the marking criteria.
Use of Generative AI
Level of Generative AI use allowed:
Level 2: You may use Al for planning, idea development and research. Your final submission should show how you have developed and refined these ideas.
In accordance with CQUniversity policy, please note that if you used Generative Artificial Intelligence tools for the aforementioned permitted uses, then you MUST: 1) include a declaration in your assessment stating the use of Generative Artificial Intelligence and how it was used and 2) you need to cite it in-text and in the reference list. Please see resources on the Moodle site for guidance on appropriate declaring and referencing of Generative Artificial Intelligence. Examples of Generative Artificial Intelligence tools include but are not limited to: ChatGPT, Copilot, Claude, Gemini, Grammarly AI, DALL-E, and Bard.
Week 12 Friday (13 Feb 2026) 5:00 pm AEST
Exam Week Friday (20 Feb 2026)
2 weeks following submission
A detailed marking rubric is available on the unit Moodle site. You will be assessed according to: 1) structure of the essay; 2) level of exploration of social/community connectedness and health; 3) consistency in argument; 4) support provided to argument from relevant literature; 5) acknowledgement of sources of information and referencing accuracy.
- Explain social determinants of health across community and national/global scales
- Relate social determinants of health to community connectedness and identity
- Demonstrate appropriate referencing in academic writing
- Develop an appropriate argument in an academic essay
- Locate and evaluate relevant information using library tools.
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?
