Fundamentals of Primary Health Care Unit Description

Unit Information NUR115 – Fundamentals of Primary Health Care Unit Description NUR115 Fundamentals of Primary Health Care is the first of two units which equips students with foundation knowledge about the ethos and principles of Primary Health care. The unit’s content is integrated vertically and horizontally across the curriculum. In particular, it underpins the knowledge and skills acquired in NUR125 Fundamental Nursing Practice and NUR 243 and NUR244 Nursing Practice 1 and 2. NUR115 is a first year foundation unit offered in semester one. Primary Health care is characterised by a focus on the promotion of health and the prevention of illness according to the principles of equity, access and community empowerment and achieved by care implemented by interdisciplinary teams. This unit focuses on “attaining wellness” which underpins the Primary Health care focus across the curriculum. The unit reinforces content learned in NUR120 Introduction to Professional Nursing which is offered in the same semester. Students have the opportunity to apply beginning nursing concepts and practices as they relate to Primary Health Care at a local level. Teaching and Learning Strategies The unit is offered by e-learning modes of teaching/learning incorporating online discussion boards, weekly lectures (on collaborate) of 1 hour duration and face to face alternate week tutorials of 2 hours duration. Participation It is expected that students will devote 10 hours a week, for a 10 credit point unit of study. This incorporates readings, activities, face-to-face lectures or online lectures, independent enquiry and assessment preparation. Credit points: 10 Mode: Internal & external Assumed knowledge: NA Location: Casuarina campus & Online Pre-requisite(s): NA Learning Method: Learnline Year: 2015 Unit Coordinator: Nasreena Waheed Semester: One Phone: 08 8946 6144 School: Health sciences Email: Nasreena.Waheed@cdu.edu.au 2 of 7 Overview of Assessment Item Description/Focus Value Relates to learning outcomes Assessment 1 • Community profile • 1000 words The 5 phases of community assessment are: 1. Phase one the lay of the land 2. Phase two mapping resources 3. Phase three who will help? 4. Phase four people, place health and gatekeepers 5. Phase five strengths, weaknesses, opportunities, threats (McMurray & Clendon, 2011, p. 75). Using the 5 phase approach, collect and analyse data and present in a written report about the overall health of a community identifying, discussing and addressing that community’s health concerns or service/ health care gaps. 40% 3 & 4 Assessment 2 • Academic essay • 1500 words Students may choose 1 of the following topics: Topic 1. Empowerment of people includes critical awareness and participation in activities to create social and political change. Discuss the role of the nurse/midwife in this process. Your essay must include evidence to support your discussion. Topic 2. Upstream, midstream and downstream interventions impact upon the wellbeing of patients: Discuss the role of the nurse/midwife in the prevention of illness, and the relationship to Primary Health Care. Your essay must include evidence to support your discussion. 50% 5 & 6 Assessment 3 • Group discussion board activity • 500 words Group discussion board activity 10% Weeks 7-12 Assessment Guidelines: • Tasks are noted under assignment information 3 of 7 • Presentation guidelines are noted under assignment information • Referencing requirements are noted under assignment information • Marking criteria is noted under assignment information • Submission details (safe assign submission) are noted under assignment information Special Requirements NB: The student is required to have a computer that meets the minimum standards outlined on Learnline. There will be no exceptions made under any circumstances with regard to lack of involvement and participation. Required Textbook(s) McMurray, A., & Clendon, J. (2010). Community Health and Wellness Primary Health Care in Practice 4e. Churchill Livingstone, Australia Required textbooks can be ordered from the CDU Bookshop through their website at www.cdu.edu.au/bookshop Learnline (Online Learning System) Learnline is Charles Darwin University’s on-line learning system. In this unit, Learnline will be used to: • provide important announcements about the unit • distribute lecture slides, and other study • complete online assessments • access feedback from tasks and grades for assessable work • provide a communication point where you contribute to discussions as part of your assessment, and to interact with other students in the unit You will need to connect to the Internet to access it, at http://learnline.cdu.edu.au/ Access to Learnline may not be available until Day 1 of Semester. If this is your first time using Learnline, click on ‘Student Learnline Support’ in the left-hand navigation panel BEFORE logging in. It is recommended that all students have access to regular and reliable broadband access to complete unit requirements. E-Reserve e-Reserve allows electronic copies of journal articles, book chapters and lecturer notes that have been recommended by a lecturer as part of their course reading requirements. You can access e-Reserve at http://www.cdu.edu.au/library/ereserve/index.html. This site is password protected. Your CDU student login will provide you access. You can then search for items by Lecturer, Unit Code, Title, Author, keyword, Year or Date if you have that information. Additional Resources 4 of 7 Texts: Berman, A., Snyder, S., Kozier, B., Erb,G.,Levett-Jones,T., Dwyer, T.,… Stanley, D. (2015). Kozier and Erb’s Fundamentals of Nursing, (3rd ed.).Volumes 1, 2 & 3. Melbourne, Australia: Pearson. Baum, F. (2008). The New Public Health. (3rd ed.). Oxford University Press, Victoria. Carson, B., Dunbar, T., Chenall, R. D., & Baile R. (2007). Social determinants of Indigenous health Allen and Unwin Sydney Australia Eckermann. A-K, Dowd, T., Nixon, L., Gray, R., & Johnson, S. (2010). Binan Goonj: Bridging cultures in Aboriginal health (3rd ed.). Mosby, Sydney Australia Johnston, F. (Ed) (2003). Tropical health in the Top End – an introduction for health practitioners Top End Division of General Practice, PO box 757, Darwin NT Nay, R., & Garratt, S. (2009). Older people – Issues and innovations in care (3 rd ed.). Elsevier, Sydney, Australia Pilliteri, A. (2008). Maternal & child health: Nursing care of the child bearing and child rearing family (5th ed.). Lippincott, Williams and Wilkins, Philadelphia. Tollefson, J. (2012). Clinical Psychomotor Skills: Assessment tools for nursing students ( 4th ed.). Centage Learning, Sydney Australia. Journals: The library has the following relevant journal resources: Child Health – 13 titles. Evidence-based nursing/medicine – 27 titles Indigenous/ aboriginal health – 6 titles Nursing – 211 titles Pediatrics’ -27 titles Primary Health Care – titles Public Health – 46 titles Relevant e-Journals MCN, the American Journal of Maternal Child nursing Australian Journal of Advanced Nursing Nursing Research Nursing Ethics Midwifery Matters Neonatal, Paediatric and Child Health Nursing Internet resources: Data bases held in the library that are relevant to this unit of study: CINAHL Plus with full text (EBSCO) Joanna Briggs Cochrane 5 of 7 Informative – Health Journals@ Ovid Health Reference Centre (Gale) Websites: Australian Nursing and Midwifery Council http://www.anmc.org.au/ Royal College of Nursing, Australia http://www.rcna.org.au/ Australian Bureau of Statistics http://www.abs.gov.au/ Australian Institute of Health and Welfare http://www.aihw.gov.au/ The Joanna Briggs Institute http://www.joannabriggs.edu.au/pubs/best_practice.php Learning Schedule Duration / Module Topics Suggested readings Assessments Due weeks 1 – 2 Concepts of Primary Health Care (PHC) McMurray & Clendon Ch 1, 2. Healthy people, healthy places Primary care principles weeks 3 – 4 Contexts of PHC McMurray & Clendon Ch5, 9 Sustainable health for the family and the individual weeks 5 – 6 Think globally and Locally McMurray & Clendon Ch 3 Promoting heath globally and locally Profile due Week 6 Thursday 16th April at 1300 hours weeks 7 – 8 Social determinants of health McMurray & Clendon Ch 8, 11. Healthy Families, Culture inclusiveness weeks 9 -10 The nurse and PHC McMurray & Clendon Ch 4 The Role of the Nurse Enabling health and wellness weeks 11 – 12 Houses, sewage and McMurray & Clendon Ch 13 Essay due Thursday 21st 6 of 7 general hygiene Inclusive policies, equitable health care systems May at 1300 hours week 13 Revision week Weekly discussion board participation. Weeks: 1-12 CDU Graduate attributes CDU graduate attributes refer to those skills, qualities and understandings that should be acquired by students during their time at the University regardless of their discipline of study. (See http://www.cdu.edu.au/graduateattributes/ In this unit, the following graduate attributes are developed: Attribute Description Learning outcomes Acquisition Can identify, retrieve, evaluate and use relevant information and current technologies to advance learning and execute work tasks. 1&2 Application Is an efficient and innovative project planner and problem solver, capable of applying logical and critical thinking to problems across a range of disciplinary settings and has self-management skills that contribute to personal satisfaction and growth. 2 & 3 Creativity Can conceive of imaginative and innovative responses to future orientated challenges and research. 4 & 5 Knowledge base Has an understanding of the broad theoretical and technical concepts related to their discipline area, with relevant connections to industry, professional, and regional and indigenous knowledge. 5 & 6 Communication Demonstrates oral, written, and effective listening skills as well as numerical, technical and graphic communication skills in a cross generational environment. 2 & 4 Team work Has a capacity for and understanding of collaboration and cooperation within agreed frameworks, including the demands of inter-generational tolerance, mutual respect for others, conflict resolution and the negotiation of productive outcomes. 1,2,3,4,5,6 Social responsibility Is able to apply equity values, and has a sense of social responsibility, sustainability, and sensitivity to other peoples, cultures and the environment. 6 7 of 7 Flexibility Can function effectively and constructively in an inter-cultural or global environment and in a variety of complex situations. 6 Leadership Can exercise initiative and responsibility, taking action and engaging others to make a positive difference for the common good. 4 &