NURS20161 - Contemporary Australian Healthcare

General Information

Unit Synopsis

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

Level Postgraduate
Unit Level 8
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 2 - 2026

Term 2 - 2026 Profile
Online

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 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.

Assessment Tasks

This information will not be available until 8 weeks before term.
To see assessment details from an earlier availability, please search via a previous term.

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 - 2025 : The overall satisfaction for students in the last offering of this course was 66.67% (`Agree` and `Strongly Agree` responses), based on a 32.14% 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: Data smart
Feedback
I learned alot in this subject relevant to return to nursing. The portfolio is an awesome assessment item and so relevant for return to the industry.
Recommendation
Continue current teaching strategies
Action Taken
Continue with the current teaching strategies in place, as they are working well. The consistent approach is appreciated and supports a stable learning environment for students.
Source: Data smart
Feedback
No FLIPPED Classroom please! Teach with your knowledge so we learn. THANKYOU
Recommendation
This teaching strategy is not for everyone. Overall students understand that this strategy helps them to build their critical analysis skills. Continue the flipped classroom strategy.
Action Taken
Continue implementing the flipped classroom strategy, as it has been a valuable approach for student engagement. Communication efforts to prepare materials and foster active learning are done the week before.
Source: Student comment
Feedback
Thank you for the recordings, i felt part of the classroom even though I wasn't there.
Recommendation
Continue to record workshops
Action Taken
Continue recording the workshops, as these recordings are a valuable resource for students. They offer flexibility and support for those who may need to revisit the material.
Source: Student survey on teams
Feedback
I love having the ability to download the audio. I would listen even though I have been in class to make sure I didn't miss anything.
Recommendation
Continue to give access to the audio recordings
Action Taken
Continue to provide access to the audio recordings, as they are a valuable support for students. These recordings help reinforce learning and offer flexibility for those who need to revisit key concepts. This commitment ensures inclusive and accessible teaching.
Source: anonymous questionnaire on Microsoft Teams
Feedback
Eight of the 12 students who responded strongly agreed that the learning expectations were clearly defined
Recommendation
It’s important to communicate expectations for each term with clarity and consistency. Providing students with a well-defined overview of what’s required helps foster confidence and preparedness. Clear guidance ensures everyone understands the goals, responsibilities, and standards from the outset.
Action Taken
In Progress
Source: anonymous questionnaire on Microsoft Teams
Feedback
Nineof the 12 students who responded agreed that the course was well organised, while an additional three students strongly agreed.
Recommendation
Build on these successful methods by developing additional learning materials (e.g., visual aids, practical examples, or interactive tools) that align with the teaching approach.
Action Taken
In Progress
Source: anonymous questionnaire on Microsoft Teams
Feedback
All twelve of the students who responded strongly agreed that the course was taught in a manner that helped them understand the underlying concepts.
Recommendation
Responding to common themes and sharing planned improvements helps build trust and shows students their input is valued. Feedback should guide teaching adjustments—whether refining instructional strategies, clarifying assessments, or providing additional resources. By fostering open dialogue and reviewing feedback trends over time, educators can create a more inclusive, responsive, and high-quality learning environment. The introduction of open office synthesises this philosophy.
Action Taken
In Progress
Source: Student email
Feedback
I am really enjoying the materials in 161 and the deep thinking required. It is helping to shape what I want to eventually do when I come back to nursing. Not to mention helping me to think differently. So thanks!
Recommendation
Continue to provide intellectually stimulating and reflective learning materials that encourage deep thinking and personal growth. Student feedback indicates that the content not only supports academic development but also inspires students to reflect on their future roles in nursing. Maintaining this level of engagement through thoughtfully designed content can further enhance student motivation, critical thinking, and career clarity. I will consider exploring additional opportunities to integrate reflective practice into the curriculum to support this positive trajectory.
Action Taken
In Progress
Source: SUTE Data
Feedback
The most frustrating things I found with the unit coordinator teaching in this subject was her ability to understand what we were asking in lectures/emails and to foster an environment where we felt safe to ask questions and speak, and then the way she communicated in return. It often felt like she wasnt understanding our question based on how left of field her answer would be. Additionally, assignments!! The assignment wording was so confusing and often when we would ask for clarity by Simone she would make us feel like we were a bit silly to ask it and then would often say "˜check the rubric' "˜check the rubric' "˜I can only mark you against the rubric' .... which was SUCH an unhelpful response. We READ the rubric, it's saying the same confusing words that the assessment was saying at the top. Thats NOT giving any clarity. We need more examples or a break down in wording.
Recommendation
Thank you for sharing your experience so openly. It’s clear that you and your peers were genuinely seeking clarity and support, and it’s unfortunate that the communication didn’t always meet those needs. Feeling misunderstood—especially when asking for help—can be discouraging, and your feedback highlights the importance of creating a learning environment where questions are welcomed and explanations are accessible. Regarding the assignments, your point about the rubric being referenced without further clarification is well taken. While rubrics are meant to guide expectations, they should be paired with clear examples and thoughtful breakdowns to truly support student understanding. Your insights are valuable and will help inform improvements in how instruction and feedback are delivered moving forward.
Action Taken
In Progress
Source: SUTE Data
Feedback
I respect the unit coordinator as a clinician/nurse. I believe she is truely passionate about high quality nursing practise and would be an amazing nurse on ward (knowledge and skill). I mostly appreciated how passionate she was for high quality nursing. I also think Simone genuinely cares about us as students. The unit coordinator was really good at challenging us to critically think.
Recommendation
Thank you for offering such insightful feedback. It’s encouraging to hear that the unit coordinator's dedication to high-quality nursing practice and her strong clinical knowledge made a meaningful impact. Her ability to challenge students to think critically, while showing genuine care, reflects a teaching style that is both inspiring and impactful. To build on these strengths, the unit coordinator might consider incorporating more structured opportunities for student-led discussion and reflection, which could further enhance critical thinking. Additionally, offering varied examples or case studies during instruction could help bridge theory with practice and support deeper understanding. These small adjustments could make her teaching even more engaging and accessible for a diverse group of learners.
Action Taken
In Progress
Source: SUTE Data
Feedback
Lots of good things to say about the unit coordinator. Its inspiring to see an experienced nurse who cares for high quality nursing care. The unit coordinator was great at guiding me through the course content and making me understand the requirements of the course. She explained everything extensively when necessary and how they apply in the real nursing world.
Recommendation
It’s wonderful to hear how the unit coordinator clinical experience and commitment to high-quality nursing care inspired you throughout the course. Her ability to clearly explain course requirements and connect them to real-world practice is a valuable strength. To further enhance learning, she might consider incorporating more interactive case studies or simulations that mirror clinical scenarios. This could deepen understanding and help students apply theoretical knowledge with greater confidence.
Action Taken
In Progress
Unit learning Outcomes
This information will not be available until 8 weeks before term.
To see Learning Outcomes from an earlier availability, please search via a previous term.