Unit Synopsis
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
| Level | Undergraduate |
|---|---|
| Unit Level | 3 |
| Credit Points | 6 |
| Student Contribution Band | SCA Band 2 |
| Fraction of Full-Time Student Load | 0.125 |
| 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). |
| Class Timetable | View Unit Timetable |
| Residential School | No Residential School |
Unit Availabilities from Term 2 - 2026
Term 1 - 2027 Profile
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.
Assessment Tasks
| Assessment Task | Weighting |
|---|---|
| 1. Written Assessment | 40% |
| 2. Project (applied) | 40% |
| 3. Poster Sessions | 20% |
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%).
Past Exams
All University policies are available on the Policy web site, however you may wish to directly view the following policies below.
This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web 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.
Source: Unit Evaluation
Some students questioned the relevance of the unit content if they do not intend to work in those settings
Include examples of rural patients using metro health services to show relevance; emphasising that all professionals may work with rural clients/patients, highlighting the importance of understanding diverse healthcare needs.
Learning activities and case studies were revised to better demonstrate the relevance of rural and remote health across all healthcare settings. Authentic examples illustrating patient movement between rural and metropolitan services were incorporated into tutorials and assessments to reinforce the importance of understanding rural health issues for all allied health professionals.
Source: Qualitative SUTE data and Unit Coordinator reflection
Assessment 3 did not add significant value to student learning.
It is recommended that the Unit Coordinator remove Assessment 3 and redesign Assessments 1 and 2 to more explicitly embed cultural safety, health equity and rural and remote healthcare concepts throughout the term, strengthening constructive alignment between learning outcomes, teaching activities and assessment.
In Progress
Source: Qualitative SUTE data and Unit Coordinator reflection
Low attendance at weekly tutorials reduced opportunities for discussion, collaborative learning and student engagement.
Clearly communicate that tutorials are designed as interactive, discussion-based learning experiences and that limited attendance reduces opportunities for collaborative learning, peer discussion and application of key concepts.
In Progress
On successful completion of this unit, you will be able to:
- 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
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment | • | • | ||
| 2 - Project (applied) | • | • | ||
| 3 - Poster Sessions | • | |||
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | • | • | • | • |
| 2 - Problem Solving | • | • | • | |
| 3 - Critical Thinking | • | • | • | |
| 4 - Information Literacy | • | • | • | • |
| 6 - Information Technology Competence | • | • | • | • |
| 7 - Cross Cultural Competence | • | • | • | |
| 8 - Ethical practice | • | • | • | |
| 9 - Social Innovation | • | |||
| 10 - Aboriginal and Torres Strait Islander Cultures | • | |||
| Assessment Tasks | Graduate Attributes | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 10 | |