Outline

Overview

This unit of study builds on the knowledge and understanding acquired by students in the first-year unit, NURS1003 Population Health. It critically examines contemporary theories and discourses about health, illness and care in Australia. These include biomedical and social models, sick-role theory and the consumer rights movement, primary health care and community partnership models, patient empowerment and self-management. Students will analyse, in depth, the relationships between social determinants of health – socioeconomic status, race and ethnicity, gender, sexuality, culture, colonisation, climate change and place of living – and patterns of health and illness across the lifespan. With this knowledge in mind, students will explore theories and practices of cultural competence, including cultural safety and respect and develop the cultural capabilities to provide care to people from diverse social and cultural backgrounds in Australia.

Unit details and rules

Academic unit	Nursing and Midwifery
Credit points	6
Prerequisites ?	36 credit points of 1000 level units
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Horas Wong, horas.wong@sydney.edu.au
Tutor(s)	Murray Fisher, murray.fisher@sydney.edu.au
Tutor(s)	Tonia Crawford, tonia.crawford@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2025

Details
Criteria

Type	Description	Weight	Due	Length
Supervised exam ?	Assessment 4: Exam - Case Study Students must respond to structured questions, demonstrating critical analysis of the case, understanding of relevant theories, and proposing appropriate nursing interventions or strategies.	35%	Formal exam period	1 hour
Outcomes assessed:
Small test	Assessment 1: Individual Short Case Study Students will analyse a short case study and respond to two structured questions, reflecting on personal assumptions and biases while applying key concepts from Weeks 1–2, such as health inequities and social determinants of health.	5%	Week 03 Due date: 12 Mar 2025 at 20:00	100–150 words (structured short answer)
Outcomes assessed:
Presentation	Assessment 2: Group poster presentation In Week 6, groups submit a 150-word presentation overview and member contributions on discussion board. In Week 8, they present an A0 academic poster during a walk-around session, where members explain their poster and evaluate others’ work.	25%	Week 08 Due date: 16 Apr 2025 at 20:00	Poster size A0
Outcomes assessed:
Assignment	Assessment 3: Reflective digital storytelling and script Create a 6–8 minute digital story reflecting on your social location, biases, and learning journey. Address the healthcare barriers faced by a marginalised group and propose equity strategies. Submit both the video and script.	35%	Week 11 Due date: 14 May 2025 at 23:59	Video (6-8 mins); Script (800 words)
Outcomes assessed:
= group assignment ? = AI allowed ? = early feedback task ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

Assessment Summary

Please refer to the Canvas page for the full description.

This unit includes four key assessments designed to evaluate students' critical thinking, application of theory, reflective practice, and collaborative skills.

Assessment Weighting Summary:

(Early Feedback Task) Individual Short Case Study: 5%
Group Poster Presentation: 25%
Individual Reflective Digital Storytelling: 35%
Supervised Exam: 35%

Total: 100%

1. (Early Feedback Task) Individual Short Case Study (5%)

Description: Students will analyse a short case study and respond to two structured questions, reflecting on personal assumptions and biases while applying key concepts from Weeks 1–2, such as health inequities and social determinants of health.
Format: Structured short-answer (100–150 words)
Due: Week 3 (In-class)
Learning Outcomes: 1, 2
Hurdle Task: No

2. Group Poster Presentation (25%)

Description: In Week 6, groups submit a 150-word overview and individual member contributions on the discussion board. In Week 8, they present an A0 academic poster during a walk-around session, where members explain their poster and evaluate others’ work.
Format: A0 Poster Presentation
Due: Week 8 (In-class)
Learning Outcomes: 2, 3, 4, 5
Hurdle Task: No

3. Individual Reflective Digital Storytelling (35%)

Description: Students create a 6–8 minute digital story reflecting on their social location, biases, and learning journey. The story should address healthcare barriers faced by a marginalised group, highlight transformative learning experiences, and propose strategies for health equity.
Format: Video (6–8 minutes) and Script (800 words)
Due: Week 11 (14 May 2025, 23:59)
Learning Outcomes: 1, 2, 3, 4, 5
Hurdle Task: No

4. Supervised Exam: Case Study (35%)

Description: Students will respond to structured questions, demonstrating critical analysis of a case, understanding of relevant theories, and proposing appropriate nursing interventions or strategies.
Format: 1-hour supervised exam during the formal exam period
Learning Outcomes: 1, 2, 4
Hurdle Task: No

Please note: Each student is required to submit all assessment items in order to pass this unit. Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2021 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Grade	Mark range	Description
High distinction	85 - 100	Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard.
Distinction	75 - 84	Awarded when you demonstrate the learning outcomes for the unit at a very high standard
Credit	65 - 74	Awarded when you demonstrate the learning outcomes for the unit at a good standard
Pass	50 - 64	Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Use of generative artificial intelligence (AI) and automated writing tools

Except for supervised exams or in-semester tests, you may use generative AI and automated writing tools in assessments unless expressly prohibited by your unit coordinator.

For exams and in-semester tests, the use of AI and automated writing tools is not allowed unless expressly permitted in the assessment instructions.

The icons in the assessment table above indicate whether AI is allowed – whether full AI, or only some AI (the latter is referred to as “AI restricted”). If no icon is shown, AI use is not permitted at all for the task. Refer to Canvas for full instructions on assessment tasks for this unit.

Your final submission must be your own, original work. You must acknowledge any use of automated writing tools or generative AI, and any material generated that you include in your final submission must be properly referenced. You may be required to submit generative AI inputs and outputs that you used during your assessment process, or drafts of your original work. Inappropriate use of generative AI is considered a breach of the Academic Integrity Policy and penalties may apply.

The Current Students website provides information on artificial intelligence in assessments. For help on how to correctly acknowledge the use of AI, please refer to the  AI in Education Canvas site.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

In-Class Assessments: Penalties depend on the nature of the task and context, with alternative assessments or mark adjustments possible in some cases with valid reasons. Submitted Work: A 5% deduction per calendar day applies for late submissions, up to 10 days, after which a mark of zero is given. Examinations: No specific late penalties, but late arrivals may lose exam time. If you’re facing challenges meeting deadlines, seek support early. Available support includes: Simple Extensions for short-term delays up to 5 calendar days. Special Consideration for unforeseen circumstances, including illness or personal misadventure. Register for Inclusion and Disability Services for students with disabilities or carer responsibilities, providing tailored adjustments to deadlines. If you’re living with a health condition or personal challenges, reaching out early can help manage these situations and prevent late penalties. Refer to the USYD's Assessment Procedures 2024 for full details.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Unit introduction; Biomedical and sociological approaches to health and illness	Lecture (2 hr)
Week 02	Power and intersectionality; Social structure and health	Lecture (2 hr)
Week 03	Tutorial 1	Tutorial (2 hr)
Week 03	Primary health care in action; Person-centred practice and participatory models in healthcare	Lecture (2 hr)
Week 04	Working with people with disabilities	Lecture (2 hr)
Week 05	Tutorial 2	Tutorial (2 hr)
Week 06	Working with sexual and gender diverse people; Supporting sexual violence victim/survivors	Lecture (2 hr)
Week 07	Tutorial 3	Tutorial (2 hr)
Week 08	Tutorial 4	Tutorial (2 hr)
Week 09	Refugee health nursing; Working with culturally and linguistically diverse populations	Lecture (2 hr)
Week 10	Tutorial 5	Tutorial (2 hr)
Week 11	Planetary health and nursing (pre-recorded); Artificial intelligent and healthcare (pre-recorded)	Lecture (2 hr)
Week 12	Tutorial 6	Tutorial (2 hr)

Attendance and class requirements

Attendance Policy

Students undertaking this unit of study are required to attend 100% of tutorials, which are supplemented with online lectures and self-learning activities. If students are absent from designated tutorials, they will be required to complete alternative work to meet the learning outcomes.

While attendance for lectures is not mandatory, students are strongly encouraged to attend live lectures to promote engagement and interaction. Alternatively, students may watch the recorded lectures at their convenience. It is expected that students will actively engage with all components of the unit unless an exemption is granted by the Head of School.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Please refer to Canvas

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. inquire about, and reflect upon, the main theories, ideas and beliefs that have shaped, and continue to shape, contemporary discourses of health, illness and care, and the meaning of these for the provision of care, particularly nursing care.
LO2. critically evaluate the relationship between the social, cultural, historical, political, environmental and global factors that determine health outcomes across the lifespan.
LO3. identify and discuss features of nursing professional culture, clinical governance, clinical practice and service delivery, that impact the health of Aboriginal and Torres Strait Islanders and people of other cultural backgrounds.
LO4. critically analyze theories of cultural competence, including cultural respect and safety and patient and community partnership approaches to providing safe and comprehensive care for socially and culturally diverse populations.
LO5. search for, locate, use and critique the international literature to explore key concepts related to this unit of study.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality 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 2.3. Recognises that people are the experts in the experience of their life 2.5. Advocates on behalf of people in a manner that respects the person’s autonomy and legal capacity 2.7. Actively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person- centered care 4.3. Works in partnership to determine factors that affect, or potentially affect, the health and well being of people and populations to determine priorities for action and/or for referral 6.5. Practises in accordance with relevant nursing and health guidelines, standards, regulations and legislation
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality 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 1.5. Uses ethical frameworks when making decisions 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 3.3. Uses a lifelong learning approach for continuing professional development of self and others 3.5. Seeks and responds to practice review and feedback 3.7. Identifies and promotes the integral role of nursing practice and the profession in influencing better health outcomes for people 4.3. Works in partnership to determine factors that affect, or potentially affect, the health and well being of people and populations to determine priorities for action and/or for referral
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality 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 1.4. Complies with legislation, common law, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions 1.5. Uses ethical frameworks when making decisions 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 2.7. Actively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person- centered care 3.3. Uses a lifelong learning approach for continuing professional development of self and others 3.7. Identifies and promotes the integral role of nursing practice and the profession in influencing better health outcomes for people
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality 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 2.7. Actively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person- centered care 3.6. Actively engages with the profession
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

The unit's content and assessments have been reworked since the previous year to enhance learning and align with best practices in nursing education. Changes reflect student feedback, evidence-based updates, and curriculum standards, with revised lectures, tutorials, and assessments that better connect theory to practice. Assessments balance creative tasks and formal exams to support academic integrity and student engagement. Additionally, AI-integrated and AI-restricted assessments are included to promote critical thinking, ethical AI use, and independent problem-solving skills.

Additional information

Sensitive Materials in Teaching

Please note that in this Unit of Study, sensitive and potentially distressing or disturbing content may be presented and/or discussed from time to time. This may include references to individuals' experiences of health and illness and/or culturally sensitive issues.

These topics are integral to your learning and essential for the development of knowledge and skills required for nursing practice. You will be advised in advance when such content is to be presented.

If you are participating in teaching sessions or activities online, you are advised to:

Use headphones to maintain privacy.
Ensure that anyone not participating in the session cannot see sensitive images or materials on your device.

If the content makes you feel uncomfortable or distressed, please reach out to the unit coordinator or any member of the academic team to discuss your concerns.

Additionally, the University offers free support services to assist you. Please refer to: Health and Wellbeing Support Services

Your emotional wellbeing is important, and support is readily available if needed.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI) and automated writing tools

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Attendance Policy

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Sensitive Materials in Teaching

Disclaimer

On this page

Useful links

NURS2003: Contexts of Health and Disease

Semester 1, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI) and automated writing tools

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Attendance Policy

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Sensitive Materials in Teaching

Disclaimer

On this page

Useful links