PUB HLTH 3500EX - Rural Public Health III

North Terrace Campus - Trimester 3 - 2016

Rural Public Health III is an intensive course designed to give students an understanding of the influence of rurality and remoteness on the health of rural 最新糖心Vlogns. The focus of the course is around policy directions in rural health, models of rural and remote health service delivery and the public health strategies used to reduce the severity of health risks for rural and remote 最新糖心Vlogns. Students will gain an understanding how rural health professionals and communities are working together to improve the health of their communities. Rather than studying Rural Health `on campus? in Adelaide with a simulated rural experience, the Field Trip and site visits are designed to immerse students in an experiential learning experience, broadening students life skills and experience Students must note that the Field Trip component of the course is mandatory. However, the Field Trip is a structure learning activity and a requirement of the course. The Field Trip is listed as a mandatory requirement in the course description as there is an expectation of an interactive learning process However, if for medical or genuine compassionate reasons a student is unable to attend the Field Trip, an alternative assessment will be available. Alternative assessments will be determined on a case by case basis. The Field Trip is provided at no cost to students, although they are expected to have the appropriate clothes RPHIII students on the Field Trip are required to: ? pay for one morning tea and one lunch during the Field Trip ? wear neat, tidy and culturally appropriate clothing with closed in shoes ? provide their own sleeping bag/bedding, pillow and additional blankets if required The RPHIII assessment tasks provide the students with the opportunity to demonstrate their knowledge and skills in a practical format that prepares them for employment or further study NOTE: this course will only be offered if funding for travel and accommodation is confirmed

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Course Details

Course Code	PUB HLTH 3500EX
Course	Rural Public Health III
Coordinating Unit	Public Health
Term	Trimester 3
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	The time commitment will be up to 13 hours per week throughout the 12 week Trimester with 1 week full time intensive, including the 36 hour Field Trip
Available for Study Abroad and Exchange	N
Prerequisites	Pass in 6 units of Level II Public Health courses OR completion of MEDIC ST 1000B OR permission of the Course Coordinator
Assessment	Participation, Online Tutorials, Group Presentation, Written Assignments

Course Staff

Course Coordinator: Dr Gillian Laven

Course Coordinator: Dr Elizabeth Hoon
Phone: +61 8313 1567
Email: elizabeth.hoon@adelaide.edu.au

Learning & Teaching Team
Phone: +61 8313 2128
Email: undergrad_enq@adelaide.edu.au

Course Timetable

The full timetable of all activities for this course can be accessed from .

Course Learning Outcomes

1	Demonstrate knowledge and understanding of the influence of rurality and remoteness on the health of rural 最新糖心Vlogns
2	Outline the policy directions and associated challenges in rural health
3	Demonstrate an understanding of the models of rural and remote health service delivery
4	Describe and critique existing public health strategies to reduce the severity of health risks for rural and remote 最新糖心Vlogns
5	Integrate learning from a number of disciplinary areas in the development of grant writing skills.

最新糖心Vlog Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

最新糖心Vlog Graduate Attribute	Course Learning Outcome(s)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	1-5
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	1-5
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	3-5
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	5
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	1-5
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	1-5

Learning Resources

Required Resources

Core text:
A Textbook of 最新糖心Vlogn Rural Health, 2008, 最新糖心Vlogn Rural Health Education Network, Canberra, viewed 2 July, 2014 <http://www.arhen.org.au/images/publications/Text_Book_of_最新糖心Vlogn_Rural_Health.pdf>

Online:
All other resources will be available via MyUni and will include: journal articles; government reports; video resources; online data bases; web-based tutorials and activities.

Recommended Resources

None.

Online Learning

Students will also access a series of readings which will be made available electronically through MyUni.
The course will also include online learning resources such as relevant recorded lectures (from local teaching staff and externally eg TED talks and Combined Universities Centre for Rural Health http://lms.cucrh.uwa.edu.au/login/index.php - coordinated and accessible through MyUni.

Computer laboratories and other computing services
最新糖心Vlog information on computer laboratories and other computing services is available at:

Rural Public Health Sciences makes lecture notes and other teaching aids available electronically to students through MyUni.

MyUni
MyUni is the primary entry point to online learning at Adelaide 最新糖心Vlog. MyUni provides students and staff with access to course materials, discussion forums, announcements, online and many other features to help manage study or teaching. Students can connect to MyUni on or off campus from an internet connected computer using a Web browser.
The URL is:
Login to this resource using Username and Password. Once logged on to MyUni students will find the information displayed is customised to present only details relevant to them and the online content for courses that they are studying.

For enquiries about online education services, what’s available and access, contact the Online Education Helpdesk:
Phone: (08) 8313 3335
Email: myuni.help@adelaide.edu.au The Helpdesk is available for extended hours during the week or through voicemail.

Students will use MyUni for a number of purposes:-
Accessing announcements about changes in scheduling, course information etc
Accessing lecture notes both in pdf format and, if recording is possible in the allocated lecture theatre, in audio file format
Accessing online learning activities including self and peer-assessment tasks, discussion boards, blog posts, wikis
Accessing online resources
Learning & Teaching Activities

Learning & Teaching Modes

The Rural Public Health III course is a blended learning course including:

· online tutorials: Introduction to Rural Health and Aboriginal Cultural Orientation http://lms.cucrh.uwa.edu.au/login/index.php
· pre-readings
· week long intensive
· post-intensive grant writing assignments

Throughout the intensive students attend:
· panel discussions
· seminars
· site visits
· workshops
facilitated by a range of guest speakers and university staff with expertise in rural health and health systems, providing students with theoretical approaches and or workplace examples.

Poster development and presentation task:
· provides the students with the opportunity to further develop team work
· problem solving
· presentation skills

Field Trip day 2 and 3 of the intensive provides:
· interactive and practical approach to learning enabling the students to observe and apply the core concepts covered in the course within the context of rural locations. The Field Trip allows the students to frame their learning within the rural context whilst experiencing the issues relating to access and distance for rural populations.
· includes visits to key rural health community groups, industry and organisations.

Grant writing exercises post-intensive provide the students with:
· opportunities for independent self-directed learning
· integration of learning from a number of disciplinary areas in the demonstration of community engagement & identification of community need and tools for evaluation of proposed project
· development of work place ready skill development in the design, development and preparation of a Community Benefits South 最新糖心Vlog (CBSA) grant application

The five learning assignments will be scheduled at key learning times throughout the course: bringing all concepts together under key learning milestones.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

The time commitment will be up to 13 hours per week throughout the 12 week Trimester with 1 week full time intensive, including the 36 hour Field Trip.

Learning Activities Summary

The full 12 week program:

Pre-reading for the RPHIII Intensive from Textbook:
Chapter 1: Rural and remote health – definitions, policy and priorities (pp11-30)
And current definition – ASGC RA
http://meteor.aihw.gov.au/content/index.phtml/itemId/466873
Chapter 2: Understanding rural health – key concepts (pp31-42)
Chapter 3: Diversity, culture and place (pp47 – 58)

Online tutorials to be completed prior to the RPHIII Intensive: Introduction to Rural Health (MyUni) and Aboriginal Cultural Orientation

This intensive course consists of five modules:

Module 1
· Rural Health priorities
· Projection evaluation and design
· Pt Pirie Lead Project
· Health and Industry Pt August and Pt Pirie – case study

Modules 2 & 3 - Field trip
·Health Issues facing the Iron Triangle highlighted by a range of site visits to community groups, health services and organisations.

Module 4 · Budgeting 101
· Citizen engagement – case study
· Grant writing practical

Module 5
· Application of information covered in Modules 1-4 and group presentations on final day of RPHIII intensive

Module 6
Self-directed, independent student learning – Grant Application Proposal Outline and Grant Application Proposal

Chapter 4: What makes communities tick? (pp59-69)

Chapter 5: Health of rural populations (pp71-81)

Chapter 6: Population health programs, performance measures and evaluation (pp83-101)

Chapter 14: eHealth, eLearning and eResearch for rural health practice (pp189-203)

CBSA funding guidelines (PDF) for-a-cbsa-grant

Specific Course Requirements

The Field Trip is a structured learning activity and a requirement of the course. The Field Trip is listed as a mandatory requirement in the course description as there is an expectation of an interactive learning process.

However if for medical or genuine compassionate reasons a student is unable to attend the Field Trip, an alternative learning assessment will be determined on a case-by-case basis as appropriate to the learning needs of the student.

Small Group Discovery Experience

During the intensive period of the RPHIII course students work in groups of 4-5 with an academic mentor to:

·identify a rural health issue
·design and develop a health promotion intervention
·design the evaluation of the intervention
·group presentation of their proposed project

The 最新糖心Vlog's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Assessment Type	Weighting	Hurdle	Learning course objective(s) being addressed
Participation	Summative	10%	No	1 - 6
Online tutorial: Introduction to Rural Health	Summative	5%	No	1, 2, 4, 5 & 6
Online tutorial: Aboriginal Culture Orientation	Summative	5%	No	1, 2, 4 & 6
Group poster presentation	Summative	20%	No	1 - 6
Grant Application Outline	Summative	20%	No	1 - 6
Grant Application Proposal	Summative	40%	No	1 - 6

Assessment Related Requirements

None

Assessment Detail

All assessment tasks are designed to enable students to develop and demonstrate their understanding of core health concepts and policy and strategies as they relate to the rural and remote context.

Students will work throughout the Trimester on the assessment tasks outlined here.

All assessment tasks will be guided by marking rubrics and the course handbook available on MyUni.

Participation (10%)
Student participation will be assessed through active involvement in all aspects of the week long intensive

Online Tutorial: Introduction to Rural Health (5%) – prior to RPHIII intensive

Introduction to Rural Health. The Introduction to Rural Health is a self-paced short online tutorial designed to introduce students to some of the core concepts surrounding rural & remote health. Students are tracked in their use and completion of the tutorial.

Online Tutorial: Aboriginal Cultural Orientation (5%) –prior to RPHIII intensive The workshop introduces students to Indigenous culture in preparation for the Field Trip and site visits. This online orientation component is associated with the Field Trip and is a requirement stipulated by the Port Augusta Aboriginal Community. On completion, students must print a certificate of completion and submit before to the Course Coordinator on day one of the intensive.

Group Poster Presentation (20%) – last day of intensive Students are allocated to a group and are required to present a poster on a rural public health initiative of their choice. The assessment provides an opportunity for students to develop skills in proposal development within a supported environment, to ask questions and to receive feedback

The aim of the final two assessment tasks is to integrate learning from a number of disciplinary areas and content from the RPHIII course into the conception, development and production community grant application. The grant application is developed in two stages: minor and major.

Grant Application Outline – minor assignment (1000 words) 20% - due end of Week 7 In the first (minor) stage students are asked to prepare an outline of their proposed grant application using the grant funding guidelines and template and submit for summative assessment and feedback.

Grant Application Proposal – major assignment (2500 words) 40% - due end of Week 11 For the second (major) stage, contributes to the full course workload for the final weeks of the course. Students complete the grant application using the grant guidelines and template including any modifications made as a result of any feedback from the Grant Application Outline. This will include the process of community engagement in the selection and design of the proposal, the outcomes to be measured and the process of valuation of the intervention. They will also discuss ethical issues involved.

Submission

Extensions
All extensions for assignments must be requested, at the latest, by the last working day before the due date of submission. Extensions will generally be granted only on medical or genuine compassionate grounds. Supporting documentation must be provided at the time a student requests an extension. Without documentation, extensions will not be granted. Late requests for extension will neither be accepted nor acknowledged.

Only the Course Co-ordinator(s) may grant extensions.

Supporting documentation will be required when requesting an extension. Examples of documents that are acceptable include: a medical certificate that specifies dates of incapacity, a police report (in the case of lost computers, car & household theft etc.), a letter from a Student Counsellor, Education and Welfare Officer (EWO) or Disability Liaison Officer that provides an assessment of compassionate circumstances, or a letter from an independent external counsellor or appropriate professional able to verify the student’s situation. The length of any extension granted will take into account the period and severity of any incapacity or impact on the student. Extensions of more than 10 days will not be granted except in exceptional circumstances.

Late submission
Marks will be deducted when assignments for which no extension has been granted are handed in late.

All assignments, including those handed in late, will be assessed on their merits. In the case of late assignments where no extension has been granted, 5 percentage points of the total marks possible per day will be deducted. If an assignment that is 2 days late is awarded 65% on its merits, the mark will then be reduced by 10% (5% per day for 2 days) to 55%. If that same assignment is 4 days late, the mark will be reduced by 20% (5% per day for 4 days) to 45%, and so on.

The School of Public Health reserves the right to refuse to accept an assignment that is more than 7 days late.

Assignments submitted after the due date may not be graded in time to be returned on the listed return dates.

Students submitting examinable written work who request (and receive) an extension that takes them beyond the examination period are advised that there is no guarantee that their grades will be processed in time to meet usual 最新糖心Vlog deadlines.

Resubmission
If a student is dissatisfied with an assessment grade they should follow the Student Grievance Resolution Process </student/grievance/process/>. Students who are not satisfied with a particular assessment result should raise their concerns with Course Co-ordinator(s) in the first instance. This must be done within 10 business days of the date of notification of the result. Resubmission of any assignment is subject to the agreement of the Course Co-ordinator(s) and will only be permitted for the most compelling of reasons.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through .

Student Feedback

The 最新糖心Vlog places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the 最新糖心Vlog to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

The 最新糖心Vlog of Adelaide is committed to regular reviews of the courses and programs it offers to students. The 最新糖心Vlog of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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