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  2. Diversity, Culture and Health [HST6333]

Faculty of Health, Engineering and Science

School: Exercise and Health Sciences

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Diversity, Culture and Health

  • Unit Code

    HST6333

  • Year

    2015

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    20

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit focuses on the impact that culture, socio-economic status, race and language can have on health and wellbeing. The roles of history, power, privilege, and structural inequality in producing health disparities are identified. Public health strategies for dealing with health inequities are also explored.

Equivalent Rule

Unit was previously coded HST5602

Learning Outcomes

On completion of this unit students should be able to:

  1. Critically appraise the resources that are needed to support cross-cultural practice.
  2. Critically discuss approaches and methods that can be used to modify or adapt public health interventions to address culture-specific needs.
  3. Critically discuss methods for interacting sensitively, effectively and professionally with persons from diverse cultural, socioeconomic, educational, racial, ethnic and professional backgrounds.
  4. Evaluate the roles of history, power, privilege and structural inequality in producing health disparities.
  5. Interpret how differences in culture, language and experience may have an impact on the way public health programs are perceived.
  6. Interpret the difference between availability, acceptability, and accessibility of health care across diverse population subgroups.

Unit Content

  1. Case-studies of effective public health practice.
  2. Causes of disparities in health.
  3. Cross-cultural perspectives of health and wellbeing.
  4. Cross-cultural perspectives on health services and programs.
  5. Cross-cultural resources and practices in public health strategies.
  6. Distribution and history of health inequalities among Aboriginal and Torres Strait Islander peoples.
  7. Economic and environmental impacts on health status.
  8. Impact of marginalisation and exclusion on health status.
  9. The role of public health in addressing health inequity.

Additional Learning Experience Information

Lectures, investigative case studies, small group discussions and problem solving, reflective exercises, brainstorming to generate ideas, E-learning activities and support.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
Case StudyCritical analysis of individual case study30%
PresentationCulture and health individual presentation30%
ExaminationEnd of semester examination40%
ONLINE
TypeDescriptionValue
Case StudyCritical analysis of individual case study30%
PresentationCulture and health individual presentation30%
ExaminationEnd of semester examination40%

Text References

  • Willis, K., & Elmer, S. (2008). Society, culture and health: An introduction for nurses. South Melbourne, Australia: Oxford University Press.
  • Wilkinson, R., & Pickett , K. (2010). The Spirit Level: Why equality is better for everyone. London: Penguin Books.
  • McMurray, A., & Clendon, J. (2011). Community health and wellness: Primary health care in practice (4th ed.). Chatswood, Australia: Elsevier Australia.
  • Marmot, M., & Wilkinson, R. (2006). Social determinants of health. Oxford, UK: Oxford University Press.
  • Levy, B., & Sidel, V. (Eds.). (2006). Social injustice and public health. New York: Oxford University Press.
  • Hofrichter, R., & Bhatia, R. (Eds.). (2010). Tackling health inequalities through public health practice: Theory to action (2nd ed.). New York: Oxford University Press.
  • Bird, C., & Rieker, P. (2008). Gender and health [electronic resource]: The effects of constrained choices and social policies. Cambridge, UK: Cambridge University Press.
  • Commission on Social Determinants of Health [CSDH]. (2008). Closing the gap in a generation: Health equity through action on the social determinants of health. Final report of the Commission on Social Determinants of Health. Geneva, Switzerland: World Health Organization.
  • Germov, J. (Ed.). (2009). Second opinion: An introduction to health sociology (4th ed.). Melbourne, Australia: Oxford University Press.
  • Helman, C. (2007). Culture, health and illness (4th ed.). London, UK: Hodder Arnold.
  • Australian Government Department of Health and Ageing. (2011). Closing the gap: The Indigenous chronic disease package in 2010-2011. Annual progress report on the Australian government's contribution to the national partnership agreement on closing the gap in Indigenous health outcomes. Canberra, ACT: Australian Government Department of Health and Ageing.

Journal References

  • Medical Anthropology
  • Social Science and Medicine
  • Lancet
  • Journal of the American Medical Association
  • American Journal of Epidemiology
  • American Journal of Public Health
  • Annual Review of Public Health
  • Australian and New Zealand Journal of Public Health
  • British Medical Journal
  • Ethnicity and Health

Website References

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

HST6333|1|1

Faculty of Health, Engineering and Science

School: Exercise and Health Sciences

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Diversity, Culture and Health

  • Unit Code

    HST6333

  • Year

    2015

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    20

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit focuses on the impact that culture, socio-economic status, race and language can have on health and wellbeing. The roles of history, power, privilege, and structural inequality in producing health disparities are identified. Public health strategies for dealing with health inequities are also explored.

Equivalent Rule

Unit was previously coded HST5602

Learning Outcomes

On completion of this unit students should be able to:

  1. Critically appraise the resources that are needed to support cross-cultural practice.
  2. Critically discuss approaches and methods that can be used to modify or adapt public health interventions to address culture-specific needs.
  3. Critically discuss methods for interacting sensitively, effectively and professionally with persons from diverse cultural, socioeconomic, educational, racial, ethnic and professional backgrounds.
  4. Evaluate the roles of history, power, privilege and structural inequality in producing health disparities.
  5. Interpret how differences in culture, language and experience may have an impact on the way public health programs are perceived.
  6. Interpret the difference between availability, acceptability, and accessibility of health care across diverse population subgroups.

Unit Content

  1. Case-studies of effective public health practice.
  2. Causes of disparities in health.
  3. Cross-cultural perspectives of health and wellbeing.
  4. Cross-cultural perspectives on health services and programs.
  5. Cross-cultural resources and practices in public health strategies.
  6. Distribution and history of health inequalities among Aboriginal and Torres Strait Islander peoples.
  7. Economic and environmental impacts on health status.
  8. Impact of marginalisation and exclusion on health status.
  9. The role of public health in addressing health inequity.

Additional Learning Experience Information

Lectures, investigative case studies, small group discussions and problem solving, reflective exercises, brainstorming to generate ideas, E-learning activities and support.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentThe health of marginalised or socially excluded groups10%
PresentationCulture and health individual presentation50%
ExaminationEnd of semester examination40%
ONLINE
TypeDescriptionValue
AssignmentThe health of marginalised or socially excluded groups10%
PresentationCulture and health individual presentation50%
ExaminationEnd of semester examination40%

Text References

  • ^ Germov, J. (Ed.). (2014). Second opinion: An introduction to health sociology (5th ed.). Melbourne, Australia: Oxford University Press.
  • Bird, C., & Rieker, P. (2008). Gender and health [electronic resource]: The effects of constrained choices and social policies. Cambridge, UK: Cambridge University Press.
  • Commission on Social Determinants of Health [CSDH]. (2008). Closing the gap in a generation: Health equity through action on the social determinants of health. Final report of the Commission on Social Determinants of Health. Geneva, Switzerland: World Health Organization.
  • Helman, C. (2007). Culture, health and illness (4th ed.). London, UK: Hodder Arnold.
  • Hofrichter, R., & Bhatia, R. (Eds.). (2010). Tackling health inequities through public health practice: Theory to action (2nd ed.). New York: Oxford University Press.
  • Levy, B. S., & Sidel, V. W. (Eds.). (2013). Social injustice and public health (2nd ed.). New York: Oxford University Press.
  • Marmot, M., & Wilkinson, R. (2006). Social determinants of health. Oxford, UK: Oxford University Press.
  • McMurray, A., & Clendon, J. (2015). Community health and wellness: Primary health care in practice (5th ed.). Chatswood, Australia: Elsevier Australia.
  • Willis, K., & Elmer, S. (2011). Society, culture and health: An introduction for nurses (2nd ed.). South Melbourne, Australia: Oxford University Press.

Journal References

  • American Journal of Epidemiology
  • American Journal of Public Health
  • Annual Review of Public Health
  • Australian and New Zealand Journal of Public Health
  • British Medical Journal
  • Ethnicity and Health
  • Journal of the American Medical Association
  • Lancet
  • Medical Anthropology
  • Social Science and Medicine
  • Rural and Remote Health

Website References

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

HST6333|1|2