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

Academic unit	Nursing and Midwifery
Credit points	6
Prerequisites ?	48 credit points of 1000 level units and 36 credit points of 2000 level units
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Megan Thorn, megan.thorn@sydney.edu.au
Tutor(s)	John Rihari-Thomas, john.rihari-thomas@sydney.edu.au

Assessment

The census date for this unit availability is 31 August 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
In-class quiz	Assessment 1: Response to the Panel discussion quiz Short responses quiz	35%	Week 05 Due date: 05 Sep 2025 at 23:59	Eight questions (long/short questions)	AI allowed
Outcomes assessed:
Practical skill	Assessment 2: 3 Minute Policy Pitch 3-minute policy pitch presentation, In Class	35%	Week 06 Due date: 12 Sep 2025 at 23:59	3-minute presentation, in class	AI allowed
Outcomes assessed:
Written work	Assessment 3: Group Position Paper Group Written task- Assessment 3 requires students to work collaboratively within a group (max 4 students) to produce a formal Position Statement addressed to the Federal or State Minister for Health based off one chosen vulnerable population identified	30%	Week 09 Due date: 29 Sep 2025 at 23:59	2200 words	AI allowed
Outcomes assessed:
= group assignment ?

Assessment summary

Panel discussion quiz (35%). In weeks 4 & 5, there are two panel discussions where experts have been organised to a) explore important issues of access and equity in health care in contemporary Australia (Week 4) and b) explore the contemporary healthcare workforce in Australia (Week 5). Attendance at these workshops is mandatory for this unit of study.
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.
Students will then complete a quiz in-class in week 5, with 8 short and long responses based on their understandings of the key points raised during the panel discussion in conjunction with readings for weeks 4 & 5.
3M Pitch Presentation (35%): In weeks 6, students are asked to complete a 3M pitch presentation to their tutorial class. Students will choose a vulnerable population in Australian healthcare, identify a reform required for their care and present this as a picth to policy makers for consideration of their reform. Students will have one ppt slide for visual representation. The presentation has a strict 3 minute timing.
Group Position Statement (30%): Students will work collaboratively within a group (maximum 4 students) to produce a formal Position Statement addressed to the Federal or State Minister for Health based off one chosen vulnerable population identified.

Please note: Each student is required to submit all assessment items, and each submission needs to be of an assessable standard, in order to be eligible to pass this unit. Detailed information for each assessment can be found on Canvas. Mandatory Attendance is required in the Week 4 and 5 Workshops.

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.

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	Introduction to Unit of Study; Review of Politics and Hierarchy in the Australian Healthcare System	Lecture (2 hr)
Week 01	An Introduction to Politics in Healthcare	Tutorial (2 hr)
Week 02	The Australian Healthcare System: Structure and Funding	Lecture (2 hr)
Week 02	Exploring contemporary issues in healthcare, structure, funding and health policy	Tutorial (2 hr)
Week 03	Contemporary issues in the Australian healthcare system: Who gets what, why and when?	Lecture (2 hr)
Week 03	Identifying vulnerable populations within the Australian healthcare system.	Tutorial (2 hr)
Week 04	Panel discussion: Access and equity in the Australian Health Care System	Lecture (2 hr)
Week 04	Exploring issues of access and equity in health care	Tutorial (2 hr)
Week 05	Panel discussion: Australian healthcare workforce	Lecture (2 hr)
Week 05	Patients as partners: Responses to Panel Discussion	Tutorial (2 hr)
Week 06	Ethics and Rationing in Healthcare, exploring Medical Aid abroad.	Lecture (2 hr)
Week 06	Policy Pitch: How we can influence Healthcare in Australia as Nurses	Tutorial (2 hr)
Week 07	International comparisons in healthcare systems: USA, UK and NZ	Lecture (2 hr)
Week 07	Policy Pitch: How can we influence Healthcare in Australia as nurses	Tutorial (2 hr)
Week 08	Understanding the International Trends and how they impact the Australian healthcare system.	Tutorial (2 hr)
Week 08	Global Health Governance, Emerging Trends and the Role of WHO	Lecture (2 hr)

Attendance and class requirements

Attendance BN [AS]

Students are expected to attend, engage and participate in all 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. Students must apply for Special Consideration for absence from any scheduled required learning activity which includes an assessment. For additional information, please review the policy here

Attendance and participation are monitored.

Students should attend and participate in all required learning activities in person, except for (a) pre-recorded lectures, which students may view in their own time; and (b) other sessions as specified by the unit coordinator. Students who fail to attend a required learning activity will be recorded as absent.
Students must attend/participate in any live/synchronous lectures, and view any recorded lectures, specified as compulsory per unit of study.
Any anticipated absences or late arrivals should be clearly communicated to your unit of study coordinator as soon as possible. Your email should clearly state your name and the day and time you will be absent and should be emailed via your university email address; your unit of study coordinator will advise you accordingly.

Students must attend/participate in minimum 90% of all tutorial classes scheduled per unit of study. 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. Any unexplained absences are a breach of professionalism, and a potential risk of not passing the unit of study. Not meeting attendance requirements could lead to an Absent Fail grade and referral to the School’s Student Professionalism Committee.

(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.

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

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 an understanding of how the Australian health-care system is structured and funded and demonstrate a critical awareness of the strengths and weaknesses of the system.
LO2. Analyse the political nature of healthcare in Australia and how this affects the experiences of particular groups of vulnerable populations, including Aboriginal and Torres Strait Islander peoples.
LO3. Analyse trends in Australia’s healthcare performance, focusing on quality, safety, and cost‑effectiveness and compare these with other national health systems. Identify the key policy, workforce, and structural factors driving these trends, and evaluate their effects on patient outcomes and satisfaction.
LO4. Engage with contemporary national and international debates on healthcare reform, quality, safety, and system sustainability, and demonstrate a clear understanding of current global and Australian health‑workforce challenges and their implications for the nursing profession.
LO5. Demonstrate critical awareness of political influences, patient partnership, interprofessional collaboration, and contemporary Australian healthcare challenges, and analyse their implications for nursing practice.

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 2.3. 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

Registered Nurses Standards for Practice -

Competency code	Taught, Practiced or Assessed	Competency standard
1		Standard 1: Thinks critically and analyses nursing practice
2		Standard 2: Engages in therapeutic and professional relationships
3		Standard 3: Maintains the capability for practice
4		Standard 4: Comprehensively conducts assessments
5		Standard 5: Develops a plan for nursing practice
6		Standard 6: Provides safe, appropriate and responsive quality nursing practice
7		Standard 7: Evaluates outcomes to inform nursing practice

Responding to student feedback

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

Changes to this unit of study follow from USS feedback from 2025 and new University assessment policies in 2026.

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

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

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

Disclaimer

On this page

Useful links

NURS3015: Australian Health Care System

Semester 2, 2026 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

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

Disclaimer

On this page

Useful links