University of Technology Sydney

92638 Foundations of the Australian Healthcare System

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2020 is available in the Archives.

UTS: Health
Credit points: 6 cp

Subject level:

Postgraduate

Result type: Grade and marks

There are course requisites for this subject. See access conditions.
Anti-requisite(s): 96337 Foundations of the Australian Healthcare System

Description

In this subject, students tackle practical challenges at the cutting edge of health service design and management. Undertaking research in realistic and professionally relevant projects, students develop innovative solutions to the structure and management of a range of health services.

Students will work to develop and refine their knowledge of the major structural and functional components of healthcare systems by examining the Australian system. By understanding how health systems and other service provision models develop, evolve and perform, students acquire a foundation for leading and influencing the direction of health care.

Working on a challenge brief from a portfolio of health sector projects, students conduct valuable research and generate meaningful solutions for the sector. The projects share a common focus on the changing relationships between healthcare providers, the insurance sector, government and the wider community. Industry partners may include public, private, primary and tertiary care as well as payers, providers and suppliers.

Subject learning objectives (SLOs)

Upon successful completion of this subject students should be able to:
A. Appraise the structural and functional components of the Australian healthcare system and the roles and responsibilities of the differing levels of government;
B. Explain trends and structure and functional challenges in service provision models, health system performance and health service outcomes and outputs within the Australian healthcare system;
C. Create a variety of ways in which complex issues can be effectively communicated for a variety of target audiences;
D. Reflect on the impact of ongoing colonisation and its pervasive discourse on Indigenous Australians and their health and wellbeing for the design, delivery and management of the Australian healthcare system;
E. Examine the role of person-centred care in the Australian health care system;
F. Demonstrate online collaboration and contribution to other student's learing.

Course intended learning outcomes (CILOs)

This subject also contributes specifically to the following graduate attributes:

  • Are reflective, critical thinkers who influence practice, policy and research to achieve clinical excellence and transform healthcare services (1.0)
  • Critique, interpret and synthesise data and research findings to develop safe, effective and evidence-based solutions to healthcare challenges (1.1)
  • Validate the importance of integrating stakeholder partnerships in all healthcare decision-making activities (3.2)
  • Communicate effectively and appropriately in challenging, complex and diverse situations (4.0)
  • Professional cultural competency which contributes to the health and well being of Indigenous Australians, inclusive of physical, social, emotional and spiritual wellness (5.0)
  • Critically reflect upon the impact of ongoing colonisation and its pervasive discourse on Indigenous Australians and their health and wellbeing (5.2)

Teaching and learning strategies

This subject is taught using a variety of teaching and learning strategies emphasising active and applied approaches to developing key skills and knowledge. Students will engage in active learning, problem solving and skills’ development which will draw upon the content you have explored in your self-directed learing. You will also be provided with valuable feedback via Discussion Board and zoom drop in meetings to assist you in managing your learning.

Applying appropriate online learning, the subject will use the following:

Case Scenarios
Cases will be used to help students explore health services management scenarios. Cases depict authentic health service delivery contexts and the issues which arise. Students read and discuss these scenarios to learn concepts, interpret information, form judgments and develop creative solutions. Critical thinking is developed through analysis, interpretation of, and reflection on, issues or situations.

Problem Based Learning
Students engage in real-time, shared inquiry and decision-making activities. Students are further challenged by engaging in self-directed learning, discussion and problem solving that will develop their disciplinary knowledge.

Simulation
Students participate in simulation sessions that focus on integration of key concepts and skills. Simulation activities are practical learning experiences designed to give students exposure to a comprehensive range of scenarios that may be encountered in workplace settings. Activities may include the use of audio-visual aids and guest briefings. Students learn and practice a variety of ‘hard’ and ‘soft’ skills with case scenarios in an online context.

Briefings and Roundtables
This subject does not use lectures. However, where required short briefings and debriefings are given by the lecturer in response to student-identified learning needs, challenging content or to reflect on a particular skill area or exercise. Zoom meetings and Microsoft Teams will provide opportunity to discuss subject matter.

Academic and professional language and communication skills
An aim of this subject is to help you develop academic and professional language and communication skills in order to succeed at university and in the workplace. To determine your current academic language proficiency, you are required to complete an online language screening task, OPELA (information available at https://www.uts.edu.au/research-and-teaching/learning-and-teaching/enhancing/language-and-learning/about-opela-students) [or a written diagnostic task]. If you receive a Basic grade for OPELA [or the written diagnostic task], you must attend additional Language Development Tutorials in order to pass the subject. These tutorials are designed to support you to develop your language and communication skills. Students who do not complete the OPELA and/or do not attend 80% of the Language Development Tutorials will receive a Fail X grade.

Content (topics)

  • Introduction to Health Services Management
  • Thinking and communicating critically in health management
  • The Australian healthcare system
  • Health system inputs, activities, outputs and outcomes
  • Aboriginal and Torres Strait Islander Health
  • Alternative methods of health services delivery and financing
  • Comparative healthcare systems method and case studies
  • The political, economic, social, and cultural determinants of current national, regional, and local healthcare policies
  • National health reform
  • Consumers and advocacy?
  • Role of policy and media in health services
  • Challenges in achieving healthcare outcomes

Assessment

Assessment task 1: Literature Review

Intent:

The purpose of this assessment task is to contextualise the challenge within the Australian healthcare system. This assessment will also support development of students' skills to identify, analyse and synthesise academic literature, which are necessary for successful completion of postgraduate studies.
Objective(s):

This assessment task addresses subject learning objective(s):

A, B and C

This assessment task contributes to the development of graduate attribute(s):

1.0 and 4.0

Type: Literature review
Groupwork: Individual
Weight: 20%
Length:

2000 words

Assessment task 2: Individual Report

Intent:

The purpose of this assessment is to produce a report that provides recommendations to address a challenge to health service delivery within the Australian Health Care System.
Objective(s):

This assessment task addresses subject learning objective(s):

A, B, C and E

This assessment task contributes to the development of graduate attribute(s):

1.0, 1.1 and 4.0

Type: Report
Groupwork: Individual
Weight: 40%
Length:

3,000 words
Criteria:
  • 20% Demonstrates an in-depth comprehensive analysis of the topic and material under consideration. Information is well developed and clarity of purpose is effectively exhibited throughout the assessment.
  • 20% Evaluates and reframes the issues within the context of the healthcare environment/demonstrates in depth knowledge.
  • 40% Generates argument and/or concepts which are novel, fit-for-purpose and supported with explicit evidence, examples and details.
  • 10% Validates perspectives through correct interpretation and explicit linkage to relevant and current literature.
  • 10% Formulates a clear and logical approach to the material under consideration. Produces correct grammar, formatting, style and referencing.

Assessment task 3: Principles of Human Centred Design and Health Service Delivery for Aboriginal and Torres Strait Islander People

Intent:

The purpose of this assessment is for students to apply the principles they have learnt about a Human Centred Design approach to addressing challenges to health service delivery for Aboriginal and Torres Strait Islander people.

This assessment will be assessed for English language proficiency. You will be directed to further language support after the completion of this subject if your language is below the required standard.
Objective(s):

This assessment task addresses subject learning objective(s):

A, C, D and E

This assessment task contributes to the development of graduate attribute(s):

1.0, 3.2 and 5.0

Type: Reflection
Groupwork: Individual
Weight: 20%
Length:

500 words

Assessment task 4: Engagement with learning resources, collaboration and contribution

Intent:

Preparation and meaningful engagment with a variety of resources is essential to collaboration and contribution to others' learing, skills that are critical to the role of a health service manager. The intent of this assessment is to emphasise and encourage students’ contribution.
Objective(s):

This assessment task addresses subject learning objective(s):

C, E and F

This assessment task contributes to the development of graduate attribute(s):

4.0 and 5.2

Groupwork: Individual
Weight: 20%
Length:

N/A
Criteria:
  • 50% Evidence of preparation and engagement with the pre-session learning resources, demonstrated by informed contribution to Discussion Boards. Demonstrates an in-depth comprehensive analysis of the topic and material under consideration.
  • 50% Able to use teacher and peer questions to further demonstrate complete explanation of key concepts, theories and/or practice is made, drawing on relevant material under consideration through responding to other Discussion Board posts.

Minimum requirements

It is a requirement of this subject that all students complete OPELA [or a written diagnostic task]. Students who received a Basic grade in the OPELA (information available at https://www.uts.edu.au/research-and-teaching/learning-and-teaching/enhancing/language-and-learning/about-opela-students ) [or the written diagnostic task] are required to attend 80% of the Language Development Tutorials in order to pass the subject. Students who do not complete the OPELA and/or do not attend 80% of the Language Development Tutorials will receive a Fail X grade.

Required texts

Duckett, S. & Willcox, S. 2015, The Australian health care system, 5th edn, Oxford University Press, Melbourne, Vic.

The following documents need to be available electronically - there is no need to print them out.

Australian Institute of Health and Welfare, 2014, Australia’s health 2016, AIHW, Canberra, ACT.
http://www.aihw.gov.au/publication-detail/?id=60129555544

Council of Australian Government, 2011, National health reform agreement, COAG, Canberra, ACT.
www.federalfinancialrelations.gov.au/content/npa/health_reform/national-agreement.pdf

Council of Australian Government, 2012, National healthcare agreement 2012, COAG, Canberra, ACT.
www.federalfinancialrelations.gov.au/content/npa/healthcare/national-agreement.pdf

COAG Reform Council, 2013, Healthcare 2011-12: comparing performance across Australia, COAG Reform Council, Sydney.
www.coagreformcouncil.gov.au/reports/healthcare/healthcare-2011-12-comparing-performance-across-australia

Duckett, S., Swerissen, H., and Moran, G. (2017). Building better foundations for primary care,Grattan Institute.
https://grattan.edu.au/wp-content/uploads/2017/04/Building-better-foundations-for-primary-care.pdf

Department of Health and Ageing, 2010, Building a 21st century primary health care system: Australia’s primary health care system, Australian Government, Canberra.
www.yourhealth.gov.au/internet/yourhealth/publishing.nsf/content/report-primaryhealth

Department of Health and Ageing, 2009, Primary health care reform in Australia – report to support Australia’s first national primary health care strategy, Australian Government, Canberra.
www.yourhealth.gov.au/internet/yourhealth/publishing.nsf/Content/nphc-draftreportsupp-toc/$FILE/NPHC-supp.pdf

Recommended texts

Avery, S. (2018), Culture is inclusion: A narrative of Aboriginal and Torres Strait Islander people with disability. First Peoples Disability Network (Australia). Sydney, Australia.

Palmer, G.R. & Short, S.D. 2014, Health care and public policy: an Australian analysis, 5th edn, Palgrave Macmillan, Melbourne, Vic.

Taylor, S., Foster, M. & Fleming, J. 2008, Health care practice in Australia: policy, context and innovations, Oxford University Press, Melbourne, Vic.

Willis, E., Reynolds, L. & Keleher, H. 2012, Understanding the Australian health care system, 2nd edn, Elsevier, Sydney, NSW.

References

Refer to UTSOnline for access to up to date references for this subject.

Other resources

UTS Student Centre
Building 10
Monday to Friday: 9am - 5pm
Tel: 1300 ASK UTS (1300 275 887)

Details for student centres: www.uts.edu.au/current-students/contacts/general-contacts

For other resources/ information refer to the Faculty of Health website (www.uts.edu.au/about/faculty-health), the Health Student Guide (www.uts.edu.au/sites/default/files/uts-health-student-guide.pdf) and UTSOnline at: https://online.uts.edu.au/webapps/login/

UTS Library
The Library has a wide range of resources, facilities and services to support you including textbooks, subject readings, health literature databases, workshops and bookable study rooms. There is also a team of librarians to help you with your questions available via online chat, phone and in person. W: lib.uts.edu.au, Facebook: utslibrary, Twitter: @utslibrary Tel: (02) 9514 3666.

Improve your academic and English language skills
Marks for all assessment tasks such as assignments and examinations are given not only for what you write but also for how you write. If you would like the opportunity to improve your academic and English language skills, make an appointment with the HELPS (Higher Education Language & Presentation Support) Service in Student Services.

HELPS (Higher Education Language & Presentation Support)
HELPS provides assistance with English language proficiency and academic language. Students who need to develop their written and/or spoken English should make use of the free services offered by HELPS, including academic language workshops, vacation intensive courses, drop-in consultations, individual appointments and Conversations@UTS (www.ssu.uts.edu.au/helps). HELPS staff are also available for drop-in consultations at the UTS Library. Phone (02) 9514 9733.

Please see www.uts.edu.au for additional information on other resources provided to students by UTS.