ALLH13011 - Rural and Remote Practice for Health Professionals

General Information

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 - 2025

Term 1 - 2026 Profile
Bundaberg
Online
Rockhampton

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).

Assessment Overview

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%).

Consult the University's Grades and Results Policy for more details of interim results and final grades

Past Exams

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Previous Feedback

Term 1 - 2024 : The overall satisfaction for students in the last offering of this course was 76.92% (`Agree` and `Strongly Agree` responses), based on a 25.66% response rate.

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: Student Unit and Teaching Evaluation (SUTE).
Feedback
Students found it difficult to provide all the information requested for Assessment Task 3 within the poster format of the assessment submission.
Recommendation
It is recommended that Assessment Task 3 be revised for future offerings of this unit.
Action Taken
Assessment Task 3 was revised to include a short, recorded video component that addressed both GenAI implications as well as offering students additional opportunity to speak to the poster's components.
Source: Student emails.
Feedback
Regular email communication is appreciated by students, allowing open communication and opportunities to raise concerns if required.
Recommendation
It is recommended that regular email communication continue to be initiated by staff in future offerings of this unit.
Action Taken
Regular email, Moodle forum, and tutorial discussions continued to be facilitated by the Unit Coordinator, to allow and support student questions, concerns, and open discussion.
Source: 'SUTE' survey
Feedback
Students found the level of feedback provided on assessment tasks informative and useful to focus subsequent assessments and consolidate their learning.
Recommendation
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.
Action Taken
In Progress
Source: 'SUTE' survey
Feedback
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.
Recommendation
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.
Action Taken
In Progress
Source: 'SUTE' survey
Feedback
Students indicated that the link between unit content and practical application of their specific healthcare field was not always clear.
Recommendation
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.
Action Taken
In Progress
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Outline and explain the challenges associated with health in rural and remote communities
  2. Identify and evaluate current issues and priorities for rural and remote health
  3. Generate solutions for inequities within rural and remote healthcare exercising critical thinking and problem-solving skills
  4. 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 • •
2 - Project (applied) • •
3 - Poster Sessions •
Alignment of Graduate Attributes to Learning Outcomes
• Introductory Level
• Intermediate Level
• Graduate Level
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 •
Alignment of Assessment Tasks to Graduate Attributes
• Introductory Level
• Intermediate Level
• Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9 10