Outline

Overview

This unit of study focuses on the social determinants of health through a critical analysis of the relationships between social factors (e. g, ethnicity, race, gender, socio-economic status, employment, climate change) and patterns of health and illness across the lifespan in Australia. The unit introduces students to epidemiology, the study of causes and patterns of disease within defined populations and research, which provides the basis for understanding social, cultural, environmental, and political determinants of health. This unit also explores ideas and beliefs about health, illness and cultural safety in the Australian context and as these relate to nursing and health care more broadly.

Unit details and rules

Academic unit	Nursing and Midwifery
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Paul Beckett, paul.beckett@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
Oral exam	Assessment 3: interactive oral Presentation	35%	Formal exam period	20 minutes (oral)	AI prohibited
Outcomes assessed:
Case studies	Assessment 1A: Team Case Studies Group Case Study	15%	Week 04	70 minutes	AI allowed
Outcomes assessed:
Written work	Assessment 2: Essay Essay	35%	Week 07 Due date: 15 Apr 2026 at 23:59	2000 words	AI allowed
Outcomes assessed:
Case studies	Assessment 1B: Team Case Studies Group Case Study	15%	Week 08	70 minutes	AI allowed
Outcomes assessed:
= group assignment ?

Assessment summary

Assessment 1A: In-Class Team Case Studies 15.0% (Week 4)

Assessment 1B: In-Class Team Case Studies 15.0% (Week 8)

Assessment 2: Essay 35% (Week7)

Assessment 3: Interactive oral presentation 35% (Exam Week)

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:

Assignment 1A and 1B: In-class team work. No extension of time possible. Assessment 3: Students will be required to attend the allocated date and time to complete this assessment. No extension of time possible.

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	Population Health & Social Contexts of Health, and Why Social Contexts Matter in Nursing Practice	Lecture (2 hr)
Week 02	Epidemiology of Health Inequities; Social Gradients, Burden of Disease, and What Data Shows and Hides	Lecture (2 hr)
Week 02	Introduction to the social determinants of health and key models of health and illness (biomedical and biopsychosocial), with a focus on how different frameworks shape understandings of health, equity, and care.	Tutorial (2 hr)
Week 03	Social Determinants of Health; Structural Determinants, Policy and Power	Lecture (2 hr)
Week 04	Person-Centred Care: Concepts and Principles; Shared Decision-Making, Health Literacy, and Relational Practice	Lecture (2 hr)
Week 04	Case Study 1 (Assessment 2A) Collaborative care with individuals experiencing complex health conditions.	Tutorial (2 hr)
Week 05	Gender and Health; Socioeconomic Status, Class and Health	Lecture (2 hr)
Week 06	Community engagement, community development, and participatory approaches in healthcare	Lecture (2 hr)
Week 06	Applying social context to nursing practice	Tutorial (2 hr)
Week 07	Particpatory Processes to Improve Practice and Change Systems; Aboriginal and Torres Strait Islander Health and Wellbeing	Lecture (2 hr)
Week 07	Community Participation in Health: Models, Power, and Voice; Co-design, Advocacy, and Working in partnership with Consumers	Tutorial (2 hr)
Week 08	Culture, Power, and Cultural Safety in Health Care; Race, Socio-Economic Status, and Stuctural Violence	Lecture (2 hr)
Week 08	Case Study (Assessment 2B): Community engagement and development in healthcare	Tutorial (2 hr)
Week 09	Culture and health, cultural safety, and environmental determinants of health.	Lecture (2 hr)
Week 09	Refugee Health and Forced Displacement; Homelessness, Housing, and Health Care	Lecture (2 hr)
Week 10	Climate Change, Heat, and Health Inequities; Environmnetal Health, Sustainability, and the Role of Nursing	Lecture (2 hr)
Week 10	Review progress. Preparation for oral assessment	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.
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

Readings are listed on the Reading List in Canvas, available to all enrolled students.

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. Critically discuss the social and cultural underpinnings of contemporary Australian society, and the relationship between these and patterns of health and illness across the lifespan.
LO2. Develop a beginning understanding of quantitative research, particularly epidemiology.
LO3. Critically analyse and reflect upon the main ideas and beliefs that have shaped contemporary discourses in health, illness and care, and the meaning of these for the provision of healthcare, particularly nursing care.
LO4. Develop a beginning understanding of the ways in which nursing practice is informed by, and responds to, the culturally diverse nature of contemporary Australian society.
LO5. Search for, locate, critique and use the international literature that explores key concepts, research evidence and current debates related to this unit of study.
LO6. Work collaboratively and effectively with peers in group learning activities and assessments

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 1.2. 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 2.3. Recognises that people are the experts in the experience of their life 3.7. Identifies and promotes the integral role of nursing practice and the profession in influencing better health outcomes for people 4.1. Conducts assessments that are holistic as well as culturally appropriate 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 7. Standard 7: Evaluates outcomes to inform nursing practice
	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 4.4. Assesses the resources available to inform planning. 7. Standard 7: Evaluates outcomes to inform nursing practice
	Registered Nurses Standards for Practice - 1. Standard 1: Thinks critically and analyses nursing 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 5.2. Collaboratively constructs nursing practice plans until contingencies, options priorities, goals, actions, outcomes and timeframes are agreed with the relevant persons 6.1. Provides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people
	Registered Nurses Standards for 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 2.2. 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 2.8. Participates in and/or leads collaborative practice 3.2. Provides the information and education required to enhance people’s control over health
	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 4.4. Assesses the resources available to inform planning. 5.1. Uses assessment data and best available evidence to develop a plan

Registered Nurses Standards for Practice -

Competency code	Taught, Practiced or Assessed	Competency standard
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
2.2		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
2.8		Participates in and/or leads collaborative practice
3.7		Identifies and promotes the integral role of nursing practice and the profession in influencing better health outcomes for people
4.2		Uses a range of assessment techniques to systematically collect relevant and accurate information and data to inform practice
4.4		Assesses the resources available to inform planning.
5.2		Collaboratively constructs nursing practice plans until contingencies, options priorities, goals, actions, outcomes and timeframes are agreed with the relevant persons
5.3		Documents, evaluates and modifies plans accordingly to facilitate the agreed outcomes

Responding to student feedback

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

Assessment tasks have been updated and revised based on student and teacher feedback. The essay is now titled assessment 2, and will be submitted in week 7 instead of week Week 5. The word limit has been increased from 1500 to 2000 words to reflect that students have more time to work on the essay and will have covered most of the required course content in lectures, tutorials, and readings. The content and focus of the essay is now aligned more closely with the IIPCF, and encourages students to critically engage with the intersectional inequities that exist in Australia. The two group Assessments have been further refined to align with the IIPCF and are now titled Assignments 1A and 1B. Assessment 1B will be completed in week 8 instead of week 7. The lecture program has been fully reviewed and improved to ensure alignment with the IIPCF. The focus and the order in which the lectures are delivered has also been revised to address issues identified with the scaffolding of information identified in the previous years.

Additional information

Sensitive materials in teaching: Due to the nature of the content of this unit, some topics that will be covered may make you feel uncomfortable or uneasy (e.g., discrimination, domestic violence, discussions of illnesses, death and dying). If you feel uncomfortable, it is important that you contact the unit of study coordinator or another member of the academic team as soon as possible to discuss this with them. You are not required to share confidential information with us if you do not wish. If you attend the class and at any point feel uncomfortable or distressed, you are free to leave upon informing the class tutor of your intention.

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

NURS5002: Social Contexts of Health

Semester 1, 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