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 including NURS1003
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Horas Wong, horas.wong@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written 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	AI prohibited
Outcomes assessed:
Case studies	Assessment 1: Individual Short Case Study Students will analyse a short case study and respond to two structured questions during class, 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: 11 Mar 2026 at 18:00	30 minutes (in-class)	AI allowed
Outcomes assessed:
Presentation	Assessment 2: Group poster presentation Group poster presentation using an A0 academic poster during a walk-around session during tutorial class, where members explain their poster and evaluate others’ work.	25%	Week 08 Due date: 22 Apr 2026 at 18:00	15 minutes (in-class)	AI allowed
Outcomes assessed:
Creative work	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 12 Due date: 20 May 2026 at 23:59	8 minutes	AI allowed
Outcomes assessed:
= group assignment ? = 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: Group poster presentation involving an A0-size academic poster during a walk-around session in class, 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 12
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)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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 University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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 in Healthcare ● 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 disability ● Working with people with intellectual disability	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 08	● Refugee health ● Working with CALD people	Lecture (2 hr)
Week 09	● Live Q&A session for Assessment 3	Lecture (2 hr)
Week 10	Tutorial 5	Tutorial (2 hr)
Week 11	● Planetary Health and health equity ● Artificial Intelligent in Nursing care	Lecture (2 hr)
Week 12	Tutorial 6	Tutorial (2 hr)

Attendance and class requirements

Attendance: Attendance and participation are monitored. Students are expected to attend, engage and participate in scheduled classes and required learning activities. Students must notify the school if they are, or will be, unable to attend a required learning activity; and apply for special consideration or special arrangements; or have an academic plan with relevant adjustments, where appropriate.

(a) Students who fail to attend a required learning activity will be recorded as absent.

(b) Students must attend/participate in minimum 90% of all tutorial classes scheduled per unit of study.

(c) At the discretion of the Unit of Study Coordinator, where relevant, an alternative (catch-up) learning activity may be approved and provided to students absent from tutorials due to unforeseen circumstances or with an approved planned absence:

(i) maximum two tutorial absences permitted per unit of study where an approved alternative (catch-up) learning activity is completed.

(ii) where a student satisfactorily completes an approved alternative learning activity, this will be recorded

(d) Students must attend/participate in all practical classes (simulation labs and/or workshops) scheduled per unit of study.

(e) At the discretion of the Unit of Study Coordinator, where relevant, an alternative (catch-up) learning activity may be approved and provided to students absent from practical classes due to unforeseen circumstances or with an approved planned absence:

(i) maximum two practical class absences permitted per unit of study where an approved alternative (catch-up) learning activity is completed.

(ii) where a student satisfactorily completes an approved alternative learning activity, this will be recorded.

(f) Students must attend/participate in any live/synchronous lectures, and view any recorded lectures, specified as compulsory per unit of study.

Note: Students must apply for Special Consideration for absence from any scheduled required learning activity which includes an assessment.

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 slightly revised from last year, informed by student feedback and routine evidence-based and curriculum alignment processes. Minor refinements were made to some lectures, tutorials, and assessment details to strengthen the link between theory and practice and to better support student learning. In addition, the unit’s attendance and participation policy has been updated in accordance with Sydney Nursing School guidelines.

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

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

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)

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

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: Context of Health and Disease

Semester 1, 2026 [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)

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

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