Overview
This unit will provide you with the knowledge of the health and healthcare needs of a range of people within Australia’s culturally diverse society with an emphasis on Aboriginal and Torres Strait Islander health perspectives. You will review contemporary models of health services used to provide healthcare to populations in urban, rural and remote locations. You will explore the social determinants of health by analysing health conditions and the provision of quality and culturally safe health care. The role of the government will also be analysed in terms of the provision of health care. You will use your judgement in a range of simulated scenarios across these contextual factors in order to contribute to meaningful and responsive care.
Details
Pre-requisites or Co-requisites
Must be enrolled in CH79 Graduate Certificate in Nursing (Re-Entry)Co-requisite: NURS20160
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 Postgraduate 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 data smart
overall happy with Unit coordinator Simone Ohlin
Continue to explain the unit is real-world terms.
Feedback from data smart
This was a fantastic unit and made me realise the lack of cultural safety in my previous practice. I'm now confident that my skills are dramatically improved and I have a greater awareness of my responsibilities. The second assignment was appreciated as an opportunity to analyse a position and how it fits with my abilities. Its fantastic to have this exercise and feedback from Simone to improve my job applications in the future. This was a fantastic unit and a really positive experience. I'm very grateful for everything I've learnt.
Continue to align Unit outcomes to assessment.
- Analyse the role of government in the provision of healthcare in Australia
- Research and assess the impact of the social determinants of health on common health conditions
- Apply a process of cultural safety to a range of scenarios with particular consideration of Aboriginal and Torres Strait Islander peoples and people of other cultures
- Compare and contrast nursing roles in the contemporary models of healthcare used in Australia.
Standard 1: Thinks critically and analyses nursing practice
1.2 develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice
1.3 respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures
Standard 2: Engages in therapeutic and professional relationships
2.2 communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights
2.3 recognises that people are the experts in the experience of their life
2.4 provides support and directs people to resources to optimise health-related decisions
2.5 advocates on behalf of people in a manner that respects the person’s autonomy and legal capacity
Standard 6: Provides safe, appropriate and responsive quality nursing practice
6.5 practises in accordance with relevant policies, guidelines, standards, regulations and legislation
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Portfolio - 50% | ||||
| 2 - Written Assessment - 50% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Knowledge | ||||
| 2 - Communication | ||||
| 3 - Cognitive, technical and creative skills | ||||
| 4 - Research | ||||
| 5 - Self-management | ||||
| 6 - Ethical and Professional Responsibility | ||||
| 7 - Leadership | ||||
| 8 - Aboriginal and Torres Strait Islander Cultures | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||
|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
| 1 - Portfolio - 50% | ||||||||
| 2 - Written Assessment - 50% | ||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Laptop/Computer
- Microsoft Teams (both microphone and webcam capability)
- Zoom access for weekly meetings
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.
s.ohlin@cqu.edu.au
Module/Topic
In this module, you will reflect on your worldview and consider how it might affect your nursing practice. You will refresh and build upon your knowledge of the social determinants of health from the perspectives of race, gender and displacement. This module will take you two weeks to complete
Chapter
Events and Submissions/Topic
Please see a detailed weekly schedule in Moodle.
Module/Topic
This is a continuation of week 2 and there will be an ALC class this week.
Chapter
Events and Submissions/Topic
Module/Topic
This is a continuation of eBook 1.
Chapter
Events and Submissions/Topic
The census date is next week. If you are struggling please contact your unit coordinator
Module/Topic
In this week we shall have an ALC class
Chapter
Events and Submissions/Topic
Census Tuesday April 1st
Module/Topic
In this class, we will develop an understanding of cultural safety.
In module 3, we will review the Australian Health Priority Areas. You will learn about the Sustainable Development Goals.
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
This week is a continuation of week five.
Chapter
Events and Submissions/Topic
Module/Topic
Over the next four weeks, you will review different levels and models of healthcare delivered across geographically and culturally diverse Australia. You will analyse the patient journey across these levels/models and consider how nurses could assist people to navigate the healthcare system.
Chapter
Events and Submissions/Topic
Module/Topic
There will be a combined ALC class this week. Check times within the schedule.
Chapter
Events and Submissions/Topic
Module/Topic
There is no class this week.
Chapter
Events and Submissions/Topic
Module/Topic
This week we will have a drop-in class dedicated to assignment preparation.
Chapter
Events and Submissions/Topic
Module/Topic
The final two weeks of term are dedicated to your final assessment task.
Please contact the ALC or the unit-coordinator (via Teams) directly for assistance.
Chapter
Events and Submissions/Topic
Module/Topic
Don't forget to complete the email unit evaluation at the end of the term.
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Portfolio
Aim:
This assessment requires you to integrate your understanding of contemporary nursing roles within various models of healthcare in Australia and the government's role in healthcare provision. You will develop a case study based on a real-world Australian healthcare setting, analyse the roles of nurses within that setting, and evaluate the influence of government policies on healthcare delivery. The assessment also requires you to reflect on how these factors might influence your practice as a nurse.
Instructions:
You are writing an essay. You will need to complete the following three Portfolio entries listed below.
Please follow the steps below to complete your assessment task:
Portfolio Entry 1:
1. Select a Healthcare Setting: Choose a healthcare setting in Australia that you are familiar with or have access to, such as a hospital, community health centre, aged care facility, or remote healthcare service.
2. Describe the Setting: Provide a detailed description of the healthcare setting, including the population served, the healthcare model used (e.g., public, private, or mixed), and the roles of nurses.
3. Contemporary Nursing Roles: Compare and contrast the roles of nurses in this setting with those in other healthcare models you have studied. Discuss how these roles have evolved and contribute to patient outcomes in the contemporary healthcare landscape.
Portfolio Entry 2:
4. Identify Relevant Policies: Select at least one government policy or program that significantly impacts your chosen healthcare setting.
5. Analyse the Impact: Critically analyse how these policies influence healthcare delivery in the setting, particularly in nursing roles and patient care.
6 Evaluate Government Involvement: Discuss the broader implications of government involvement in healthcare provision in Australia and how it shapes nurses' roles.
Portfolio Entry 3:
7. Personal Reflection: Reflect on your learnings from portfolios 1 and 2. Consider how nurses' roles and government policies align with your professional values and aspirations.
8. Impact on Practice: Discuss how your understanding of these roles and policies will influence your future practice as a nurse. Include specific examples of how you might apply this knowledge in your work.
Please note: This unit is supported by the Academic Learning Centre. Visit their site [https://moodle.cqu.edu.au/course/view.php?id=62371] for workshop information and resources tailored to this assessment. These sessions focus on developing academic literacy skills that are important in completing your assessments. Details about other ALC services are also on this site.
Literature and references
In this assessment, use at least ten contemporary references (<7 years) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles, textbooks, and credible websites. When sourcing information, consider the five elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as government, university, or peak national bodies, such as the Australian College of Nursing or the Australian Association of Social Workers.
Requirements
· Use a conventional and legible size 12 font, such as Times New Roman, with 2.0 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
· Include page numbers on the top right side of each page in a header.
· You may write in the first-person perspective (I, my) for reflective writing tasks or as directed by your lecturer.
· Write in the third-person perspective.
· Use formal academic language.
· Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online CQU APA Referencing Style Guide.
· The word count is considered from the introduction's first word to the conclusion's last word. The word count excludes the reference list but includes in-text references and direct quotations.
Resources
You can use unit provided materials and other credible sources (e.g. journal articles, books) to reference your argument. The quality and credibility of your sources are important.
We recommend that you access your discipline specific library guide: the Nursing and Midwifery Guide; Social Work and Community Services Guide.
We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website.
For information on academic communication please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources including information for students with English as a second language.
Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Academic Integrity
You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). Completion of this assessment with another party or sharing of responses is not permitted at any time.
The use of any generative artificial intelligence is permitted for the following purposes:
Gen AI content is used to generate ideas and general structures.
Gen AI content editing.
Checking spelling and grammar (for example, Grammarly).
If you use Gen AI to generate ideas, you are required to reference the Gen AI agent as per APA 7th guidelines. If you are using a Gen AI agent for content editing, please complete the declaration on the title page of your assessment. If Gen AI is not used, please delete this declaration.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Late penalties of 5% per day of the available mark may be applied as per the Assessment Policy and Procedure (Higher Education Coursework).
Contact TASAC if you experience technical issues submitting your assessment:
Phone toll-free 1300 666 620
Email tasac@cqu.edu.au
Please note: Factor in time (approx. 1 hour) to learn how to upload online assessments. Information in "Moodle Help" will assist you in uploading assessments.
Marking Criteria
Refer to the marking rubric for more details on assigning marks.
Minimum Pass Criteria
You must achieve a cumulative grade of at least 50% across all assessments to pass this unit.
In the event you are eligible for a supplementary assessment, all assessment tasks must be reasonably attempted in this unit.
Week 7 Wednesday (30 Apr 2025) 4:00 pm AEST
Week 9 Wednesday (14 May 2025)
|
High Distinction 85-100% |
Distinction 75-84% |
Credit 65-74% |
Pass 50-64% |
Fail <50% |
||
|
Organisation (5%) |
||||||
|
5–4.3 |
4.22–3.8 |
3.7–3.3 |
3.2–2.5 |
2.49–0 |
||
|
An engaging and well-planned assessment. The assessment material is the student's logical, precise, concise, and persuasive work. |
A well-planned assessment. The assessment material is the student's work and is logical and clear. At times, it is not concise or persuasive. |
Appropriately planned assessment is the student's work. At times, it is repetitive or lacks cohesion. |
Adequately planned assessment is the student's work. It is sometimes repetitive or lacks cohesion and does not proceed logically. |
The assessment does not follow a logical sequence and is not conveyed in the student's own words. |
||
|
Presentation (10%) |
||||||
|
10–8.5 |
8.4–7.5 |
7.4–6.5 |
6.4–5 |
4.9–0 |
||
|
The written material is very well presented and free from errors. The assessment is within the set word count conveyed in students' words. |
There are minor errors (e.g., 1 or 2 errors in spelling, grammar, and paragraph structure) that do not significantly affect the meaning and flow of the assessment. The assessment is within the set word count conveyed in students' words. |
Some errors (e.g., 3 or 4 consistent mistakes with spelling, grammar, and paragraph structure) do not greatly affect the meaning and flow of the assessment. The assessment is within the set word count conveyed in students' words. |
There are 4 or 5 inconsistent errors (spelling, grammar, and paragraph structure), OR the errors impede the meaning and flow of the assessment. The assessment is within the set word count conveyed in students' words. |
Poorly presented assessment. There are many errors in spelling, grammar, and paragraph structure. (> 5 errors). The word count has not been adhered to nor conveyed in the student's words. |
||
|
Informed argument (10%) |
||||||
|
10–8.5 |
8.4–7.5 |
7.4–6.5 |
6.4–5 |
4.9–0 |
||
|
Consistent and reasonable integration of appropriate references to support and reflect all ideas, information, and quotations. The minimum references are used (as outlined in the task). These may be peer-reviewed and grey literature. Content is in the student's own words. |
Consistent integration of appropriate references to support and reflect ideas, information, and quotations, with one exception. The minimum references are used (as outlined in the task). These may be peer-reviewed and grey literature. Content is in students' own words. |
Integrates appropriate references to support and reflect ideas, information, and quotations, with 2 or 3 exceptions. The minimum references are used (as outlined in the task). These may be peer-reviewed and grey literature. Content is in the student's own words. |
Integrates appropriate references to support and reflect ideas, information, and quotations, with 4 or 5 exceptions. The minimum references are used (as outlined in the task). These may be peer-reviewed and grey literature. Content is in the student’s own words. |
Fails to or infrequent attempts (>7 errors) to integrate appropriate references to support and reflect ideas, information, and quotations. Less than the minimum references have been cited and are not conveyed in the student's own words. |
||
|
APA referencing (5%) |
||||||
|
5–4.3 |
4.2–3.8 |
3.7–3.3 |
3.2–2.5 |
2.49–0 |
||
|
Accurate APA referencing. No errors. Minimum of 10 references used |
1-2 consistent punctuation/formatting errors (that may be made multiple times). Minimum of 9 references used |
Somewhat accurate APA referencing. Three consistent punctuation/formatting errors (that may be made numerous times) OR 1-2 content errors. Minimum of 8 references used |
Occasionally accurate APA referencing. 4 consistent punctuation/formatting errors (that may be made multiple times) OR 3-4 content errors. Minimum of 7 references used |
APA referencing was not used, and there were more than four instances of inconsistent content or punctuation/formatting inaccuracies. Less than six references were used. |
||
|
Portfolio 1 (15%) |
||||||
|
15-12.7 |
12.6 -11.2 |
11.1-9.8 |
9.7 – 7.5 |
7.4-00 |
||
|
Thorough and analytical understanding of the healthcare setting, including the population served, the healthcare model used and the roles of nurses. Contrast and comparison of nurses in this setting with other healthcare models were investigated. Discussion included how these roles have evolved and contribute to patient outcomes in the contemporary healthcare landscape. Novel and well-substantiated connections are conveyed in the student's own words.
|
Thorough and mostly analytical understanding of the connections between the healthcare setting, including the population served, the healthcare model used and the roles of nurses. Contrast and comparison of nurses in this setting with other healthcare models were investigated. Discussion mostly included how these roles have evolved and contribute to patient outcomes in the contemporary healthcare landscape. Novel and well-substantiated connections are conveyed in the student's own words. |
Understanding of the connections between the healthcare setting, including the population served, the healthcare model used, and the roles of nurses. Contrast and comparison of nurses in this setting with other healthcare models were investigated. The discussion understood how these roles have evolved and how they contribute to patient outcomes in the contemporary healthcare landscape. Novel and well-substantiated connections are conveyed in the student's own words. A limited analysis is present. |
There should be some understanding of the healthcare setting, including the population served, the healthcare model used, and the roles of nurses. Contrast and comparison of nurses in this setting with other healthcare models were investigated. The discussion had some understanding of how these roles have evolved and how they contribute to patient outcomes in the contemporary healthcare landscape. conveyed in students' own words. No analysis is present. |
Minimal/no demonstration of an understanding of the connections between the healthcare setting, including the population served, the healthcare model used and the roles of nurses. Contrast and comparison of nurses in this setting with those in other healthcare models were not included The discussion had minimal to no inclusion of how these roles have evolved and how they contribute to patient outcomes in the contemporary healthcare landscape. The submission was not conveyed in the student's own words. |
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|
Portfolio 2 (25%) |
||||||
|
25 -21.3 |
21.2-18.8 |
18.7-16.3 |
16.2-12.5 |
12.4-0 |
||
|
Detailed and analytical understanding of the identified relevant policy and impact in health care delivery and the broader implications. The student makes novel and well-substantiated associations in their own words. Select at least one government policy or program significantly impacting your chosen healthcare setting. Analyse the Impact: Critically analyse how these policies influence healthcare delivery in the setting, particularly in nursing roles and patient care. Evaluate Government Involvement: Discuss the broader implications of government involvement in healthcare provision in Australia and how it shapes the roles of nurses.
|
The author demonstrates a thorough and analytical understanding of the identified relevant policy, its impact on healthcare delivery, and its broader implications. The student, in their word analysis, is correct.
|
The students, in their own words, have attempted to explore the identified relevant policy and its impact on both the delivery of health care and the broader implications. . |
The author outlines or lists the identified relevant policy, its impact on healthcare delivery, and the broader implications in their own words. .
|
Minimal/no demonstration or incorrect interpretation of the identified relevant policy and impact in health care delivery and the broader implications. The author does not link their understanding and is not conveyed in the student's own words.
|
||
|
Portfolio 3 (30%) |
||||||
|
30 - 25.3 |
25.2-22.3 |
22.2-19.3 |
19.2-14.8 |
14.7-00 |
||
|
A comprehensive and critical discussion that demonstrates an extensive understanding from portfolios 1 and 2 and the role of nurses and government policies align with professional values and aspirations and how influence future practice as a nurse using examples
The student makes novel and well-substantiated recommendations in their own words. |
An appropriate discussion in the student’s own words demonstrates a good understanding of portfolios 1 and 2, the role of nurses and government policies align with professional values and aspirations, and how they influence future practice as a nurse using examples.
|
An adequate discussion in students' own words, a solid understanding from portfolios 1 and 2 and the role of nurses and government policies align with professional values and aspirations and how to influence future practice as a nurse using examples.
|
A mostly relevant discussion in students' own words that an adequate understanding from portfolio 1 and 2 and the role of nurses and government policies align with professional values and aspirations and how influence future practice as a nurse using examples . . |
Minimal to no evidence or unsubstantiated interpretation from portfolio 1 and 2 and the role of nurses and government policies align with professional values and aspirations and how influence future practice as a nurse no examples used examples Recommendations are vague or absent. The discussion is not in the student's own words. |
||
- Analyse the role of government in the provision of healthcare in Australia
- Compare and contrast nursing roles in the contemporary models of healthcare used in Australia.
- Knowledge
- Cognitive, technical and creative skills
- Research
2 Written Assessment
Aim:
The aim of this assessment is for you to research and critically evaluate the impact of social determinants of health on common health conditions and apply cultural safety principles to various scenarios. You must draw upon evidence-based research, reflect on the intersection of social determinants and cultural safety, and propose strategies for improving health outcomes for Aboriginal and Torres Strait Islander peoples and other cultural groups.
Instructions:
You are writing an essay. Please follow the steps below to complete your assessment task:
Written Assessment on Social Determinants of Health (2,000 words)
1. Select Two Health Conditions: Choose two health conditions prevalent in Australia from the following list;
diabetes,
cardiovascular disease,
mental health disorders,
respiratory infections.
2. Research the Impact of Social Determinants: Conduct a literature review to explore how social determinants of health (e.g., socioeconomic status, education, environment, housing) impact these conditions. Include specific examples and statistical data where possible.
3. Critical Assessment: Applying the principles of cultural safety and scenario-based approaches, critically assess how these social determinants exacerbate health disparities among Aboriginal and Torres Strait Islander peoples and other culturally diverse populations.
4. Reflection on Practice: Reflect on how applying cultural safety principles in these scenarios might influence your future practice as a healthcare professional. Include personal insights and any changes in perspective or understanding arising through this process.
Please note: This unit is supported by the Academic Learning Centre. Visit their site [https://moodle.cqu.edu.au/course/view.php?id=62371] for workshop information and resources tailored to this assessment. These sessions focus on developing crucial academic literacy skills in completing your assessments. Details about other ALC services are also on this site.
Literature and references
In this assessment, use at least ten contemporary references (<7 years) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles, textbooks, and credible websites. When sourcing information, consider the five elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as government, university, or peak national bodies, such as the Australian College of Nursing or the Australian Association of Social Workers.
Requirements
· Use a conventional and legible size 12 font, such as Times New Roman, with 2.0 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
· Include page numbers on the top right side of each page in a header.
· You may write in the first-person perspective (I, my) for reflective writing tasks or as directed by your lecturer.
· Write in the first-person perspective for your reflection, however, write in the third-person perspective when referring to the literature.
· Use formal academic language.
· Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online CQU APA Referencing Style Guide.
· The word count is considered from the introduction's first word to the conclusion's last word. The word count excludes the reference list but includes in-text references and direct quotations.
Resources
- You can use unit provided materials and other credible sources (e.g. journal articles, books) to reference your argument. The quality and credibility of your sources are important.
- We recommend that you access your discipline specific library guide: the Nursing and Midwifery Guide; Social Work and Community Services Guide.
- We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website.
- For information on academic communication please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources including information for students with English as a second language.
- Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Academic Integrity
You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). Completion of this assessment with another party or sharing of responses is not permitted at any time.
The use of any generative artificial intelligence is permitted for the following purposes:
Gen AI content is used to generate ideas and general structures.
Gen AI content editing.
Checking spelling and grammar (for example, Grammarly).
If you use Gen AI to generate ideas, you are required to reference the Gen AI agent as per APA 7th guidelines. If you are using a Gen AI agent for content editing, please complete the declaration on the title page of your assessment. If Gen AI is not used, please delete this declaration.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Late penalties of 5% per day of the available mark may be applied as per the Assessment Policy and Procedure (Higher Education Coursework).
Contact TASAC if you experience technical issues submitting your assessment:
Phone toll-free 1300 666 620
Email tasac@cqu.edu.au
Please note: Factor in time (approx. 1 hour) to learn how to upload online assessments. Information in "Moodle Help" will assist you in uploading assessments.
Marking Criteria
Refer to the marking rubric for more details on assigning marks.
Minimum Pass Criteria
You must achieve a cumulative grade of at least 50% across all assessments to pass this unit.
In the event you are eligible for a supplementary assessment, all assessment tasks must be reasonably attempted in this unit.
Week 11 Wednesday (28 May 2025) 4:00 pm AEST
Review/Exam Week Wednesday (11 June 2025)
|
High Distinction 85-100% |
Distinction 75-84% |
Credit 65-74% |
Pass 50-64% |
Fail <50% |
|
Organisation 10% |
||||
|
10–8.5 |
8.4–7.5 |
7.4–6.5 |
6.4–5 |
4.9–0 |
|
An engaging and well-planned assessment. The assessment material is logical, clear, concise, and persuasive in students' own words. |
This is a well-planned assessment. The material is logical, clear, and in students' own words, but it is sometimes not concise or persuasive. |
Appropriately planned assessment. It mainly proceeds logically and in students' own words. |
Adequately planned assessment. At times, it is repetitive or lacks cohesion. Content is in students' own words. |
The assessment does not follow a logical sequence. Content is not in students' own words. |
|
Presentation (10%) |
||||
|
10–8.5 |
8.4–7.5 |
7.4–6.5 |
6.4–5 |
4.9–0 |
|
The written material is very well-presented, using the student's own words, and free from errors. The assessment is within the set word count. |
There are minor errors (in spelling, grammar, and paragraph structure) that do not affect the meaning and flow of the assessment. The assessment is within the set word count using the student's words. |
There are some errors (errors with spelling, grammar, and paragraph structure) that do not significantly affect the meaning and flow of the assessment. The assessment is within the set word count using the student's words. |
There are errors (spelling, grammar, and paragraph structure) that impede the meaning and flow of the assessment. The assessment is within the set word count using the student's words. |
Poorly presented assessment. Many spelling, grammar and paragraph structure errors significantly reduce the document's readability. The word count has not been adhered to. No copy of the Position dated after April 2024 is provided, and content is not conveyed in the student's own words. |
|
Informed and original argument (15%) |
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|
15-12.7 |
12.6 -11.2 |
11.1-9.8 |
9.7 – 7.5 |
7.4-00 |
|
Consistent and reasonably integrating appropriate references to support and reflect all ideas, information, and quotations using students' words. Reference material is well integrated using paraphrasing. A minimum of 10 references is used. These may be from peer-reviewed journals, textbooks, and grey literature. |
Consistent integration of appropriate references to support and reflect ideas, information, and quotations, using students' words with one exception. Reference material is well integrated using paraphrasing with one minor exception. A minimum of 10 references is used. These may be from peer-reviewed journals, textbooks, and grey literature. |
Integrates appropriate references to support and reflect ideas, information, and quotations using students' words, with 2 or 3 exceptions. Reference material is mostly integrated using paraphrasing with 2 or 3 minor exceptions. A minimum of 10 references is used. These may be from peer-reviewed journals, textbooks, and grey literature. |
Integrates appropriate references to support and reflect ideas, information, and quotations using students' words, with 4 or 5 exceptions. Reference material is sometimes well-integrated using paraphrasing with 4 or 5 minor exceptions. A minimum of 10 references is used. These may be from peer-reviewed journals, textbooks, and grey literature. |
Fails to or infrequent attempts (>5 errors) to integrate appropriate references to support and reflect ideas, information, and quotations. Reference material is not well integrated. There is limited evidence of paraphrasing. Less than ten references have been cited. And the content is not conveyed in the student's own words.
|
|
APA referencing (5%) |
||||
|
5–4.3 |
4.2–3.8 |
3.7–3.3 |
3.2–2.5 |
2.49–0 |
|
Accurate APA referencing. No errors. |
Mostly accurate APA referencing. 1-2 consistent punctuation/formatting errors (may be made multiple times). |
Somewhat accurate APA referencing. Three consistent punctuation/formatting errors (may be made multiple times) OR 1-2 content errors. |
Occasionally accurate APA referencing. 4 consistent punctuation/formatting errors (may be made multiple times) OR 3-4 content errors |
APA referencing was not used, and there were more than four inconsistent content or punctuation/formatting inaccuracies. |
|
Impact of Social Determinants (20%) |
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|
20-16.9 |
16.8-14.9 |
14.8-12.9 |
12.8-9.9 |
9.8-0 |
|
A nuanced, well-substantiated understanding of the review to explore how social determinants of health (e.g., socioeconomic status, education, environment, housing) impact these conditions. Specific examples and statistical data were included. . Explanations are clear and concise, using students' own words |
Well-substantiated understanding of the review to explore how social determinants of health (e.g., socioeconomic status, education, environment, housing) impact these conditions. Specific examples and statistical data were included. The explanations are clear but not concise, using students' own words |
Substantiated understanding of the review to explore how social determinants of health (e.g., socioeconomic status, education, environment, housing) impact these conditions. Specific examples and statistical data were somewhat included. There is limited analysis present. The explanation is somewhat clear but not concise, using students' own words. |
An outline of the review to explore how social determinants of health (e.g., socioeconomic status, education, environment, housing) impact these conditions. Specific examples and limited statistical data were included. The explanation may lack clarity using students' own words. |
Minimal/no unsubstantiated understanding of the review to explore how social determinants of health (e.g., socioeconomic status, education, environment, housing) impact these conditions. Specific examples and statistical data were not included. And the content is not conveyed in the student's own words.
|
|
Critical Assessment (20%) |
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|
20-16.9 |
16.8-14.9 |
14.8-12.9 |
12.8-9.9 |
9.8-0 |
|
A nuanced and well-substantiated understanding of the principles of cultural safety and scenario-based approaches critically assessed how these social determinants exacerbate health disparities among Aboriginal and Torres Strait Islander peoples and other culturally diverse populations. Explanations are clear and concise , using students' own words |
A well-substantiated understanding of the principles of cultural safety and scenario-based approaches critically assessed how these social determinants exacerbate health disparities among Aboriginal and Torres Strait Islander peoples and other culturally diverse populations. Explanations are clear and concise, using students' own words |
Substantiated understanding of the principles of cultural safety and scenario-based approaches critically assessed how these social determinants exacerbate health disparities among Aboriginal and Torres Strait Islander peoples and other culturally diverse populations. The explanation is somewhat clear but not concise , using students' own words |
An outline of the principles of cultural safety and scenario-based approaches critically assessed how these social determinants exacerbate health disparities among Aboriginal and Torres Strait Islander peoples and other culturally diverse populations. Explanation may lack clarity using students' own words |
Minimal/no or unsubstantiated of the principles of cultural safety and scenario-based approaches, critically assessed how these social determinants exacerbate health disparities among Aboriginal and Torres Strait Islander peoples and other culturally diverse populations and content is not conveyed in the student’s own words.
|
|
Reflection on Practice (20%) |
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|
20-16.9 |
16.8-14.9 |
14.8-12.9 |
12.8-9.9 |
9.8-0 |
|
Nuanced and well-substantiated understanding of applying cultural safety principles in scenarios and how that might influence future practice. Personal insights and any changes in perspective or understanding arising through this process were included. Using students' own words. |
A well-substantiated understanding of the application of cultural safety principles in scenarios and how that might influence future practice. Personal insights and any changes in perspective or understanding arising through this process were included using students' own words. |
Substantial understanding of the application of cultural safety principles in scenarios and how that might influence future practice. Personal insights and any changes in perspective or understanding arising through this process were included using students' own words. |
An outline of the application of cultural safety principles in scenarios and how that might influence future practice, personal insights, and any changes in perspective or understanding arising through this process was considered using students' own words. |
There was an incorrect understanding of the application of cultural safety principles in scenarios and how that might influence future practice. Personal insights and any changes in perspective or understanding arising through this process were not included and content is not conveyed in the student’s own words.
|
- Research and assess the impact of the social determinants of health on common health conditions
- Apply a process of cultural safety to a range of scenarios with particular consideration of Aboriginal and Torres Strait Islander peoples and people of other cultures
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
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?
