92650 Primary Health Care Practice: Social and Emotional Wellbeing
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 2023 is available in the Archives.
Credit points: 6 cp
Subject level:
Undergraduate
Result type: Grade and marksThere are course requisites for this subject. See access conditions.
Description
This subject takes a practical approach to developing skills and knowledge required to work with people who are experiencing difficulties in maintaining an optimal level of social and emotional wellbeing. Students compare and contrast different approaches to regaining and promoting balance in social and emotional aspects of health. Students use a reflective approach to analysing their current communication strengths and are given the opportunity to practise and improve communication strategies when working with people who are experiencing disturbances in these important aspects of health maintenance.
The subject also explores the historical and ongoing impacts of colonisation, government policies and racism on Indigenous social and emotional wellbeing.
Subject learning objectives (SLOs)
| A. | Consider how personal and societal attitudes, cultural beliefs and values impact on the development of understanding in relation to optimal social and emotional wellbeing |
|---|---|
| B. | Illustrate the relationship between the Indigenous social determinants of health and the social and emotional wellbeing of Indigenous peoples |
| C. | Describe the different approaches that may be employed to support people in maintaining balance in social and emotional aspects of health |
| D. | Compare approaches used in the primary health care setting that support individuals, families and communities to optimise social and emotional wellbeing |
| E. | Examine community healing initiatives and programs that have been introduced to address collective and intergenerational trauma in Indigenous communities |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Take a personal, social and ethical responsibility for their professional involvement in primary health care (1.0)
- Engage in research and critical thinking to integrate knowledge and translate into action (3.0)
- Take a health equality and human rights approach to healthcare provision (5.0)
- Demonstrate professional cultural competency which contributes to the health and wellbeing of Indigenous Australians, inclusive of physical, social, emotional and spiritual wellness (6.0)
Teaching and learning strategies
Online learning activities
Students access online learning resources including podcasts, videos, professional and grey literature prior to attending face-to-face sessions. Attendance patterns for this subject require a reliance on the delivery of content and support of learning through distance modes. Online activities are then reviewed and discussed in class to share learning, experiences and reflections.
Stories and scenarios
Stories and scenarios are used to help students explore health and wellbeing related scenarios. Cases depict patients/consumers and their families in a primary health care setting. Students use 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.
Collaborative learning activities
The majority of the face-to-face time in this subject will involve collaborative group activities and workshops. Students will be supported to engage in content prior to attending class and class time will focus on group learning and mentored activities to support learning.
Personal, Professional and Expert Narratives
Guests are engaged to provide students with personal and professional stories in relation to the subject content. Hearing stories from both a professional and personal perspective supports students to relate learning to real world situations
Group presentation
To support the students’ developing communication skills, groups of students will prepare a presentation to share in class. In addition to receiving a group mark for the project individuals will receive peer assessment of their contribution.
Content (topics)
- Defining Indigenous social and emotional wellbeing
- Cultural domains of social and emotional wellbeing
- Social determinants of social and emotional wellbeing
- Protective Factors for social and emotional wellbeing
- Risk factors effecting social and emotional wellbeing
- Approaches that support social and emotional wellbeing in primary health care setting
Assessment
Assessment task 1: Online discussion
| Objective(s): | This assessment task addresses subject learning objective(s): A, C and D This assessment task contributes to the development of graduate attribute(s): 1.0, 3.0 and 5.0 |
|---|---|
| Weight: | 50% |
| Length: | ~2000 words – initial post and three substantive postings (1000words) and a critical analysis on one of the approaches identified in the discussions |
Assessment task 2: Visual representation
| Objective(s): | This assessment task addresses subject learning objective(s): A and B This assessment task contributes to the development of graduate attribute(s): 5.0 and 6.0 |
|---|---|
| Weight: | 20% |
Assessment task 3: In-Class presentation
| Objective(s): | This assessment task addresses subject learning objective(s): C and E This assessment task contributes to the development of graduate attribute(s): 5.0 and 6.0 |
|---|---|
| Weight: | 30% |
| Length: | 10 slide presentation |