ANP5001 Introduction to Rural and Remote Nursing Practice
|Semester 1, 2012 External Toowoomba|
|Faculty or Section :||Faculty of Sciences|
|School or Department :||Nursing and Midwifery|
|Version produced :||30 December 2013|
Examiner: Trudy Yuginovich
Moderator: Cheryl Ross
Pre-requisite: Students must be enrolled in one of the following Programs: MNRS or PCNP or PDEV or SING
The enrolling student must be a Registered Nurse.
To practice effectively in rural and remote areas, nurses must develop an understanding of the context of practice and the socio-cultural and geographic features that affect health and health care provision in rural and remote communities A sound working knowledge of the political contexts, legal implications of advanced nursing practice, cultural safety and safe practice and environment principles are required skills for nurses providing care to rural/remote clientele, inclusive of Indigenous Australians and non-English speaking background individuals throughout the world.
This course contains three modules of study which together provide registered nurses with a detailed exploration of the context of rural and remote area practice including the legal, ethical and professional frameworks; an awareness of cultural safety principles, and an understanding of the primary health care and social justice approaches to rural and remote area health care delivery.
On successful completion of this course students will be able to:
- critically assess the effects of health policy and health service provision on the health and wellbeing of rural and remote peoples and nursing practice in rural and remote areas (Assignments 1 and 2);
- analyse the influence of biophysical and socio-cultural contexts of rural and remote communities, on the health and wellbeing of people living in these communities (Assignment 1, 2);
- analyze and apply theoretical, legal and ethical frameworks guiding the practice of registered nurses and advanced practice nurses in rural and remote practice areas (Assignment 2);
- explore the key health issues confronting rural and remote communities (Assignment 1 and 2);
- evaluate theories of culture as they relate to multicultural health care provision (Assignment 2);
- utilise knowledge of cultural issues and their impact on individuals, groups and communities when providing health care (Assignment 2);
- explain how application of respect for the common cultural and legal rights as well as customary law of individuals and groups can influence the appropriateness of health care provision (Assignment 2).
|1.||Module 1 - The Rural and Remote Context. Geography and isolation, the socio-cultural contexts of rural & remote communities, health policies and health care provision in rural & remote communities, impact of globalization on rural and remote practice, community participation, public health and Primary health care issues.||25.00|
|2.||Module 2 Advanced Nursing Practice, the role, scope, legal frameworks of professional practice for rural & remote advanced practice nurses impact of globalization on the advanced practice role, reflective practice, evidence based practice||45.00|
|3.||Module 3 - Cultural safety and cross cultural communication, race, culture, identity and health, ethics in cross cultural health, policies and reports impacting on the health of Indigenous Australians and Migrant Australians.||30.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2012&sem=01&subject1=ANP5001)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
Queensland Health & Royal Flying Doctor Service of Australia (Qld) 2009, Primary Clinical Care Manual 5th Edition,
Taylor, S; Foster, M & Fleming, J 2008, Health Care Practice in Australia, Oxford University Press, Sydney.
Yuginovich, T 2009, Voices in the Dust, CRANAplus Alice Springs.
(Students may choose one of these Texts Yuginovich, T. 2009 Voices in the Dust. CRANAplus Alice Springs OR Yuginovich,T. 2009 Voices in the Dust. Lambert Academic Publishing,AG&Co.KG Germany (available from Amazon.com).)
Yuginovich,T 2009, Voices in the Dust, Lambert Academic Publishing, AG&Co.KG Germany.
(Student may choose one of these Texts Yuginovich, T. 2009 Voices in the Dust. CRANAplus Alice Springs OR Yuginovich,T. 2009 Voices in the Dust. Lambert Academic Publishing,AG&Co.KG Germany (available from Amazon.com).)
A number of online sources will be provided for you in the study book which you be required to access in order to satisfactorily complete the learning exercises.
Baum, F 2008, The New Public Health, 3rd edn, Oxford University Press, South Melbourne, Victoria.
Dade-Smith, J 2007, Australia's rural and remote health: a social justice perspective, 2nd edn, Tertiary Press, Croydon.
Eckermann, A, Dowd, T, Chong, E, Nixon, L, Gray, R & Johnson, S 2006, Binan goonj: bridging cultures in Aboriginal health, 2nd edn, Churchill Livingstone, Sydney.
Environmental Health Unit 2000, The Health (Drugs and Poisons) Regulations 1996: what nurses need to know, Queensland Health, Brisbane,
Nursing Codes and guidelines,
Queensland Health 2001, Health Drugs and Poisons Regulation 1996, (with amendments), reprint no. 4, Office of the Queensland Parliamentary Counsel, Brisbane or the equivalent in your State/Territory or country,
Trudgen, R 2000, Why Warriors Lie Down and Die, Towards an understanding of why the Aboriginal people of Arnhem Land face the greatest crisis in health and education since European contact, Aboriginal Resource and Development Services Inc, Darwin.
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||50||50||27 Apr 2012|
|ASSIGNMENT 2||50||50||11 Jun 2012|
Important assessment information
There are no on campus attendance requirement for this course. However, it is the students' responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
Requirements for students to complete each assessment item satisfactorily:
To complete an assessment item satisfactorily, students must obtain at least 50% for that item.
Penalties for late submission of required work:
If students submit assignments after the due date without prior approval then a penalty of 5% of the total marks gained by the student for the assignment will apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.
Requirements for student to be awarded a passing grade in the course:
To be assured of a pass in this course students must attempt and achieve an aggregate of 50% of the marks available for the summative assessments.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the weighted aggregate of the marks obtained for the summative assessment items in the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
As there are no exams for this course, there will be no Deferred or Supplementary examinations for this course.
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.
The due date for an assignment is the date by which a student must despatch the assignment to the USQ. The onus is on the student to provide proof of the despatch date, if requested by the Examiner.
If requested, students will be required to provide a copy of assignments submitted for assessment purposes. Such copies should be despatched to USQ within 24 hours of receipt of a request being made.
The examiner may grant an extension of the due date of an assignment in extenuating circumstances.
The Faculty will normally only accept assessments that have been written, typed or printed on paper-based media.
Students who do not have regular access to postal services or who are otherwise disadvantaged by these regulations may be given special considerations. They should contact the examiner of the course to negotiate such special arrangements.
In the event a due date for an assignment falls on a local public holiday in their area, such as a Show holiday, the due date for the assignment will be the next day. Students are to note on the assignment cover sheet the date of the public holiday for the Examiner's convenience.
Students who have undertaken all of the required assessments in a course but who have failed to meet some of the specified objectives of a course within the normally prescribed time may be awarded the temporary grade: IM (Incomplete Makeup). An IM grade will only be awarded when, in the opinion of the examiner, a student will be able to achieve the remaining objectives of the course after a period of non directed personal study.
Students who, for medical, family/personal, or employment-related reasons, are unable to complete an assignment or to sit for an examination at the scheduled time may apply to defer an assessment in a course. Such a request must be accompanied by appropriate supporting documentation. One of the following temporary grades may be awarded: IDS (Incomplete - Deferred Examination; IDM (Incomplete Deferred Make-up); IDB (Incomplete- Both deferred Examination and Deferred Makeup).
Harvard (AGPS) is the referencing system required in this course. Students should use Harvard (AGPS) style in their assignments to format details of the information sources they have cited in their work. The Harvard (AGPS) style to be used is defined by the USQ Library's referencing guide. http://www.usq.edu.au/library/referencing
Evaluation and benchmarking
Student evaluations will be compiled to evaluate the student experience, relevance of the course content and the effectiveness of course delivery