Unit rationale, description and aim

To function effectively as a graduate nurse, a working knowledge of the larger context of health is essential. This unit is required by students to assist them to understand the role of the nurse in health promotion, community settings and community engagement, as well as how nurses work with other disciplines and key stakeholders.

This unit will assist students to understand that the care they provide as graduates across a variety of clinical settings is contextualized within the larger context of health. Using ACU’s community engagement principles and values, students will examine key issues in working in community settings as well as reflect on participating in community engagement. The creation of healthy communities will be examined by focusing on the role of health promotion and self–management in illness prevention. The role of the nurse in health promotion program planning and evaluation will be examined. A particular emphasis will be on how nurses work with other disciplines and key community stakeholders in partnership to promote healthy communities. Further, the changing role of health care and how the nurse might evolve to function optimally in a changing environment will also be addressed.

The aim of this unit is to assist students to function optimally as a graduate nurse in meeting diverse health and well–being needs of individuals and communities across a range of local and global settings.

2025 10

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  • Semester 2Multi-mode
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  • Semester 2Multi-mode

Prerequisites

NRSG264 Integrating Practice 3 AND NRSG267 Integrating Practice 4

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Discuss the historical context of building healthy...

Learning Outcome 01

Discuss the historical context of building healthy communities in Australia, the occurrence of health promotion issues and how these issues are addressed in the Australian Health Performance Framework
Relevant Graduate Capabilities: GC1, GC7, GC9, GC11

Examine approaches to health promotion and evaluat...

Learning Outcome 02

Examine approaches to health promotion and evaluation aimed at addressing contemporary health promotion and illness prevention issues
Relevant Graduate Capabilities: GC1, GC2, GC3, GC7, GC9, GC11

Discuss the role of the nurse in meeting the diver...

Learning Outcome 03

Discuss the role of the nurse in meeting the diverse health and well-being needs of individuals, communities and populations across a range of local and global settings
Relevant Graduate Capabilities: GC1, GC2, GC3, GC4, GC6, GC7, GC8, GC9, GC10, GC11

Demonstrate an understanding of the changing role ...

Learning Outcome 04

Demonstrate an understanding of the changing role of health care in communities and how the role of the nurse might evolve to meet these future challenges
Relevant Graduate Capabilities: GC1, GC2, GC3, GC4, GC6, GC7, GC9, GC11

Explain how nurses can participate in community en...

Learning Outcome 05

Explain how nurses can participate in community engagement through partnerships with relevant stakeholders
Relevant Graduate Capabilities: GC1, GC3, GC4, GC6, GC7, GC8, GC9, GC11

Content

Topics will include:

  • Defining individuals, communities and populations
  • individuals across the lifespan
  • communities of place; communities of interest; rural and underserved communities
  • populations – local and global
  • Historical context of health promotion
  • Alma Ata
  • Ottawa Charter
  • Sustainable Development Goals
  • The Australian context of Primary Health Care (PHC)
  •  Health for all
  • Health for all and health in all policies
  • Local and global challenges
  • Healthy cities and communities
  • Future directions and the changing role of health care and nursing
  • Health promotion in action
  • Individual, community and population development approaches
  • The planning cycle – assess, design, implement, evaluate
  • Community development approaches to health and healthcare
  • Community participation, empowerment, engagement and cultural competence
  • Partnerships, collaboration, engaging stakeholders and multidisciplinary teams
  • Communication and consultation
  • Community organisations and volunteer settings


CASE STUDIES

Case studies for this unit focus on the role of the nurse and the multidisciplinary team, curriculum threads, exploration of and engagement with unit content.

  • 10-year-old male (lower socioeconomic): childhood obesity.
  • 34-year-old female (high socioeconomic): domestic violence.

Assessment strategy and rationale

A range of assessment items consistent with University assessment requirements and policy will be used to ensure students achieve the unit learning outcomes and attain the graduate attributes.

Third year sees students continue their transition towards independent learning. In this unit, there are two 50% assessment items, therefore the importance of each item is higher in terms of achievement of unit learning outcomes and graduate attributes. The 'project' assessment requires students to examine a community health issue and identify key points where changes can be made. An understanding of what is possible is required by any health care professional when approaching an issue if they are to plan for a genuine outcome. The written assignment addresses health problems as a societal issue. It requires students to integrate the role of the nurse with the building of healthy communities in order to meet the demands of a shift in care delivery and to expose students to the reality that the nursing practice environment reaches beyond the health care facility toward a broader context. Skills necessary for graduate practice include an understanding that the role of a nurse can extend beyond the health care facility and into the wider community.

These assessments are required to build student knowledge and skills which, by the conclusion of this program, will enable the student to graduate as a safe and effective nurse. 

Overview of assessments

Project Enables students to produce a detailed p...

Project

Enables students to produce a detailed plan and response to a community health need in the current Australian context. 

Weighting

50%

Learning Outcomes LO1, LO2, LO3

Written Assignment Enables students to articula...

Written Assignment

Enables students to articulate their knowledge of health as a societal issue, and the role of the nurse in addressing community health issues.

Weighting

50%

Learning Outcomes LO3, LO4, LO5

Learning and teaching strategy and rationale

Modes of delivery in this unit include lectures, tutorials, online activies and self-directed study. Consistent with adult learning principles, the teaching and learning strategy used within these modes of delivery will provide students with foundational knowledge and skills relevant to professional nursing practice. This unit’s emphasis on community engagement requires students to scaffold this content with other content delivered across the program to analyse and reflect on approaches to, and impact of, engagement with community to improve health and prevent illness. These strategies will also support students in meeting the aim, learning outcomes and graduate attributes of the unit and the broader course learning outcomes. Learning and teaching strategies will reflect respect for the individual as an independent learner. Students will be expected to take responsibility for their learning and to participate actively with peers. 

Students will apply the content from this unit to reflect on their community engagement experience, which may include:

  • International community engagement experience;
  • Community engagement experience during this semester;
  • Ongoing community engagement activity over the course of study.

Students exiting university need significant life-long learning skills to deliver sound, ongoing, evidence-based graduate practice as a member of the professional workforce. To embed life-long learning skills, students must demonstrate increasing reflective capacity to identify what is being done well and what requires additional work in progressing toward required learning outcomes. Located in the third year of the programme, this theory unit includes some face-to-face teaching hours and an increased online component of learning. Online recorded lectures are utilised to convey content and central principles while tutorials provide an opportunity to consolidate students’ understanding of content through collaboration and discussion. Tutorials deliver interactive and student-driven learning sessions to extend the community of learners, and increase their self-reliance, critical reflection and debate. Online materials provide students with the opportunity to undertake directed, self-motivated study and continue to transition to  independent study and life-long learning. 

Nursing and Midwifery Board of Australia Registered Nurse Standards for Practice

In connection to the learning outcomes, these are the national Registered nurse standards for practice for all RNs. Together with NMBA standards, codes and guidelines, these Registered nurse standards for practice should be evident in current practice, and inform the development of the scopes of practice and aspirations of RNs.

  • Relating toThinks critically and analyses nursing practice

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating toAccesses, analyses, and uses the best available evidence, that includes research findings, for safe, quality practice

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating toDevelops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating toRespects 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

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating toComplies with legislation, regulations, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating toUses ethical frameworks when making decisions

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating toMaintains accurate, comprehensive and timely documentation of assessments, planning, decision-making, actions and evaluations, and

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating toContributes to quality improvement and relevant research.

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating toEngages in therapeutic and professional relationships

    Relevant Learning OutcomeLO3, LO4, LO5

  • Relating toEstablishes, sustains and concludes relationships in a way that differentiates the boundaries between professional and personal relationships

    Relevant Learning OutcomeLO3, LO4, LO5

  • Relating toCommunicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights

    Relevant Learning OutcomeLO3, LO4, LO5

  • Relating toRecognises that people are the experts in the experience of their life

    Relevant Learning OutcomeLO3, LO4, LO5

  • Relating toProvides support and directs people to resources to optimise health-related decisions

    Relevant Learning OutcomeLO3, LO4, LO5

  • Relating toAdvocates on behalf of people in a manner that respects the person’s autonomy and legal capacity

    Relevant Learning OutcomeLO3, LO4, LO5

  • Relating toActively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person-centred care

    Relevant Learning OutcomeLO3, LO4, LO5

  • Relating toMaintains the capability for practice

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating toConsiders and responds in a timely manner to the health and wellbeing of self and others in relation to the capability for practice

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating toProvides the information and education required to enhance people’s control over health

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating toUses a lifelong learning approach for continuing professional development of self and others

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating toAccepts accountability for decisions, actions, behaviours and responsibilities inherent in their role, and for the actions of others to whom they have delegated responsibilities

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating toIdentifies and promotes the integral role of nursing practice and the profession in influencing better health outcomes for people.

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating toComprehensively conducts assessments

    Relevant Learning OutcomeLO4

  • Relating toConducts assessments that are holistic as well as culturally appropriate

    Relevant Learning OutcomeLO4

  • Relating toUses a range of assessment techniques to systematically collect relevant and accurate information and data to inform practice

    Relevant Learning OutcomeLO4

  • Relating toWorks in partnership to determine factors that affect, or potentially affect, the health and wellbeing of people and populations to determine priorities for action and/ or for referral, and

    Relevant Learning OutcomeLO4

  • Relating toAssesses the resources available to inform planning.

    Relevant Learning OutcomeLO4

  • Relating toDevelops a plan for nursing practice

    Relevant Learning OutcomeLO3, LO4, LO5

  • Relating toUses assessment data and best available evidence to develop a plan

    Relevant Learning OutcomeLO3, LO4, LO5

  • Relating toDocuments, evaluates and modifies plans accordingly to facilitate the agreed outcomes

    Relevant Learning OutcomeLO3, LO4, LO5

  • Relating toProvides safe, appropriate and responsive quality nursing practice

    Relevant Learning OutcomeLO4

  • Relating toProvides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people

    Relevant Learning OutcomeLO4

  • Relating toEvaluates outcomes to inform nursing practice

    Relevant Learning OutcomeLO4, LO5

  • Relating toEvaluates and monitors progress towards the expected goals and outcomes

    Relevant Learning OutcomeLO4, LO5

  • Relating toRevises the plan based on the evaluation, and

    Relevant Learning OutcomeLO4, LO5

  • Relating toDetermines, documents and communicates further priorities, goals and outcomes with the relevant persons.

    Relevant Learning OutcomeLO4, LO5

Representative texts and references

Representative texts and references

This reference list was finalised in 2021 for internal curriculum approval; it will be revised prior to unit delivery to ensure the most current representative text and reference list for students.

Australian Institute of Health and Welfare (AIHW). (2020). Australia’s health 2020. Australia’s health series no.17. Cat. no. AUS 231. AIHW https://www.aihw.gov.au/getmedia/be95235d-fd4d-4824-9ade-34b7491dd66f/aihw-aus-231.pdf?v=20230605163144&inline=true

Clendon, J. & Munns, A. (2019). Community health and wellness: Principles of primary health care (6th ed.). Elsevier Australia.

Fleming, M. L., Parker, E., Correa-Velez, I. (2019). Introduction to public health (4th ed.). Elsevier Australia.

Guzys, E., Brown, R., Halcomb, E. & Whitehead, D. (2021). An introduction to community and primary health care (3rd ed.). Cambridge University Press.

Talbot, L., & Verrinder, G. (2018). Promoting health: The primary health care approach (6th ed.). Elsevier Australia.

World Health Organisation (WHO). (1986). Ottawa Charter for Health Promotion https://iris.who.int/handle/10665/349652

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