Outline

Overview

This unit of study takes a big-picture perspective to explore the political dimensions of health and healthcare in the Australian context. It focuses on the ways in which political imperatives influence conceptualisations of health and illness, and the organisation and delivery of healthcare. Students will be introduced to the key structural and funding components of the Australian healthcare system, their interrelationships and implications for the way care is conceptualised and delivered in Australia. This unit is designed to enhance awareness and understanding of ways in which the health care system can both facilitate and limit access to health care for particular population groups, providing a focus on access and equity issues that contribute to patient experiences and their health outcomes. The unit will critically compare the Australian system with other national health-care systems to develop students’ understanding of how the Australian system is situated, and perceived, internationally. Workforce issues will be explored, including the various roles of healthcare professionals and the ways in which these roles, and associated inter-professional relationships, may change over time. There is a focus on developing students' ability to critically assess current issues and challenges facing the Australian health system, including pressures for reform. Throughout the unit, there is an emphasis on nursing as a critically important profession within the broader healthcare arena.

Unit details and rules

Unit code	NURS3015
Academic unit	Nursing and Midwifery
Credit points	6
Prohibitions ?	None
Prerequisites ?	48 credit points of 1000 level units and 36 credit points of 2000 level units
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Moira Dunsmore, moira.dunsmore@sydney.edu.au
Lecturer(s)	Sybele Christopher, sybele.christopher@sydney.edu.au
	Moira Dunsmore, moira.dunsmore@sydney.edu.au
	Heather Shepherd, heather.shepherd@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Assessment 1a: Discussion Board post Written response	2.5%	Week 03 Due date: 17 Aug 2022 at 12:00	150-350 words
Outcomes assessed:
Assignment	Assessment 1b: Discussion Board post Written response	2.5%	Week 04 Due date: 24 Aug 2022 at 12:00	150-350 words
Outcomes assessed:
Assignment	Assessment 2: Panel discussion quiz Short responses quiz	20%	Week 05 Due date: 04 Sep 2022 at 23:59	Four questions (250 word each)
Outcomes assessed:
Assignment	Assessment 1c: Discussion board post Written response	2.5%	Week 06 Due date: 07 Sep 2022 at 12:00	150-350 words
Outcomes assessed:
Assignment	Assessment 3a: Position Paper Plan (part A) Written task	25%	Week 06 Due date: 11 Sep 2022 at 23:59	750 words
Outcomes assessed:
Assignment	Assessment 1d: Discussion board post Written response	2.5%	Week 08 Due date: 21 Sep 2022 at 12:00	150-350 words
Outcomes assessed:
Assignment	Assessment 3b: Position paper (part B) Written task	45%	Week 10 Due date: 16 Oct 2022 at 23:59	1800 words
Outcomes assessed:
= hurdle task ? = group assignment with individually assessed component ?

Assessment summary

Assessment 2: Panel discussion quiz. In weeks 4 & 5, there are two panel discussions where experts have been organised to 1) explore important issues of access and equity in health care in contemporary Australia and 2) explore the contemporary healthcare workforce in Australia. Following initial panel member discussions, students will have the opportunity to pose questions and discuss key issues related to nursing practice and the extent to which health care services are distributed equitably in Australia. Each panel session will run for 120 minutes and have mandatory attendance. Students will complete a quiz online in week 5, with 4 short answer responses based on their understandings of the key points raised during the panel discussion in conjunction with readings for weeks 4 & 5.
In class/online Discussion Board Posts: In weeks 3, 4, 6, and 8 students are asked to complete an individual critical response of 150- 350 words in response to a critical question based on the weekly readings. The individual response is submitted prior to tutorials of that week. During your tutorial, your team will construct a joint discussion board post based on group understanding of the critical question. A critical thinking framework will be used.
Position paper (part A and part B): Students will develop a position paper for the current Federal (or State) Minister for Health. The aim of this paper is to influence health policy using evidence-based research/interventions and effective public health advocacy to address the problem.

Please note: Each student is required to submit/attend 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 2014 (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.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

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.

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.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

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.

Weekly schedule

WK	Topic	Learning activity
Week 01	1. Introduction to unit; 2. Politics, policy and health	Lecture (2 hr)
Week 01	Introduction to politics in healthcare	Independent study (1 hr)
Week 02	Australian health care system: structure and funding	Lecture (2 hr)
	Health policy	Tutorial (2 hr)
	Exploring contemporary issues in healthcare	Tutorial (2 hr)
Week 03	Who gets what, why, when?Contemporary issues in the Australian health care system.	Lecture (2 hr)
Week 04	Panel discussion: Access and equity in the Australian Health Care System	Seminar (2 hr)
Week 04	Exploring issues of access and equity in health care	Tutorial (2 hr)
Week 05	Panel discussion: Australian healthcare workforce	Seminar (2 hr)
Week 05	Patients as partners: Healthcare workforce	Tutorial (2 hr)
Week 06	Ethics and rationing in health care	Lecture (2 hr)
Week 06	Health care rationing: the Oregon model	Tutorial (2 hr)
Week 07	International comparison of health care systems: the UK and US	Lecture (2 hr)
Week 07	Against the odds: Cuban health care system	Tutorial (2 hr)
Week 08	The global health care system:governance, global politics and emerging threats	Lecture (2 hr)
Week 08	Global issues: Learning from Covid	Tutorial (2 hr)
Week 10	Health care system reform: challenges ahead	Lecture (2 hr)
Week 10	Health Minister for the day	Tutorial (2 hr)

Attendance and class requirements

Attendance: The Sydney Nursing School Resolutions specifically outline attendance requirements. Resolution 7.2 states that if students are absent without leave for more than 10% of classes in a particular unit of study in any one semester, the Dean may call upon them to show cause why they should not be deemed to have failed that unit of study.

It is expected that all students participate and fully engage in the content of this unit of study by attending lectures, tutorials and laboratories, being prepared for tutorials and laboratories, contributing to discussions in class and online, and providing and receiving feedback in a respectful and dignified manner.

Students must also attend 100% of all clinical simulation laboratories (CSL) and off campus clinical, which are supplemented with online and group activities.

Referencing style: The Sydney Nursing School has adopted the American Psychological Association (APA) Referencing style, 7th Edition, 2020 as its official referencing style. This is an author-date style of referencing.

Assignment formatting guidelines: Unless the unit coordinator has indicated otherwise, please make sure your submitted assessments are formatted as follows:

font: use Calibri or Times New Roman in 11 - 12 point
double line spacing
margins: 2.5cm each side
use page numbers
refer to assessment instructions for use of title and headings

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

See Reading list

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. demonstrate a thorough understanding of the ways in which the Australian health-care system is structured and funded, and a critical awareness of the strengths and weaknesses of the system.
LO2. analyse the political nature of healthcare in Australia and the ways in which this affects the experiences of particular groups of people in need of care, including Aboriginal and Torres Strait Islander peoples.
LO3. critically analyse trends in the Australian healthcare system performance in relation to quality, safety and cost effectiveness, and how these trends in compare with other national systems’ performance, the factors shaping these trends and how they impact patient outcomes and satisfaction.
LO4. engage in contemporary debates that focus on health-care reform, quality and safety and sustainability in Australia and elsewhere.
LO5. demonstrate a thorough understanding of current Australian and international health workforce issues including their impact on the nursing profession.
LO6. demonstrate a critical awareness of political influences, the importance of patients as partners, interprofessional collaboration and contemporary health care challenges in Australia and their implications for the nursing profession.

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. Standard 1: Thinks critically and analyses nursing 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 1.7. Contributes to quality improvement and relevant research 2. Standard 2: Engages in therapeutic and professional relationships 2.2. Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights 3. Standard 3: Maintains the capability for practice 3.3. Uses a lifelong learning approach for continuing professional development of self and others 3.6. Actively engages with the profession
	Registered Nurses Standards for Practice - 1. Standard 1: Thinks critically and analyses nursing 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 1.7. Contributes to quality improvement and relevant research 2. Standard 2: Engages in therapeutic and professional relationships 2.1. Establishes, sustains and concludes relationships in a way that differentiates the boundaries between professional and personal relationships 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
	Registered Nurses Standards for Practice - 1. Standard 1: Thinks critically and analyses nursing 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 1.7. Contributes to quality improvement and relevant research 2. Standard 2: Engages in therapeutic and professional relationships 2.1. Establishes, sustains and concludes relationships in a way that differentiates the boundaries between professional and personal relationships 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 3.6. Actively engages with the profession 6.5. Practises in accordance with relevant nursing and health guidelines, standards, regulations and legislation
	Registered Nurses Standards for Practice - 1. Standard 1: Thinks critically and analyses nursing 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 1.7. Contributes to quality improvement and relevant research 2. Standard 2: Engages in therapeutic and professional relationships 2.1. Establishes, sustains and concludes relationships in a way that differentiates the boundaries between professional and personal relationships 2.2. Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights 3. Standard 3: Maintains the capability for practice 3.3. Uses a lifelong learning approach for continuing professional development of self and others 3.6. Actively engages with the profession
	Registered Nurses Standards for Practice - 1. Standard 1: Thinks critically and analyses nursing 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 1.7. Contributes to quality improvement and relevant research 2. Standard 2: Engages in therapeutic and professional relationships 2.1. Establishes, sustains and concludes relationships in a way that differentiates the boundaries between professional and personal relationships 2.2. Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights 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. Standard 3: Maintains the capability for practice 3.3. Uses a lifelong learning approach for continuing professional development of self and others 3.6. Actively engages with the profession 6. Standard 6: Provides safe, appropriate and responsive quality nursing practice 6.5. Practises in accordance with relevant nursing and health guidelines, standards, regulations and legislation
	Registered Nurses Standards for Practice - 1. Standard 1: Thinks critically and analyses nursing 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 1.7. Contributes to quality improvement and relevant research 2. Standard 2: Engages in therapeutic and professional relationships 2.1. Establishes, sustains and concludes relationships in a way that differentiates the boundaries between professional and personal relationships 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. Standard 3: Maintains the capability for practice 3.3. Uses a lifelong learning approach for continuing professional development of self and others 3.6. Actively engages with the profession 6. Standard 6: Provides safe, appropriate and responsive quality nursing practice 6.5. Practises in accordance with relevant nursing and health guidelines, standards, regulations and legislation

Responding to student feedback

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

Some minor changes only were made to the unit based on excellent evaluation results in 2021. Assessment items were amended in response to evaluation results in 2020/2021 to encourage participation and engagement with literature.

Additional information

Sensitive materials in teaching: Please note that in this Unit of Study sensitive and potentially distressing or disturbing content might be presented and/or discussed from time to time. This may include reference to for example, discrimination, assault, suicide, illness, death and dying or culturally sensitive issues. These topics are relevant to your learning and your knowledge and skill development for nursing practice.

You will be advised before the information/topic is presented. If you are participating in the teaching session/activity online, you are advised to use headphones and ensure that anyone not participating in the session cannot see images that you may be watching on your device. If the nature of the content makes you feel uncomfortable or distressed, it is important that you contact the unit coordinator or another member of the academic team to discuss this with them.

Faculty of Medicine and Health Handbook

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

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

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

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

NURS3015: Australian Health Care System

Semester 2, 2022 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

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

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect