NSN828 Contemporary Issues in Primary Health Care
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | NSN828 |
|---|---|
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $592 |
| Domestic tuition unit fee | $3,468 |
| International unit fee | $5,040 |
Unit Outline: Semester 1 2026, Kelvin Grove, Internal
| Unit code: | NSN828 |
|---|---|
| Credit points: | 12 |
| Coordinator: | Christina Parker | christina.parker@qut.edu.au |
Overview
Primary health care is any medical service that is provided outside a hospital and may include general practice, aged care, schools and community health. This unit develops your knowledge of primary health care, which plays a critical role in providing proactive care. You will develop your knowledge of health promotion and self-management for individuals, families and communities. The concepts introduced in this unit provide the basis for further study in subsequent units.
Learning Outcomes
On successful completion of this unit you will be able to:
- Analyse the principles, policies and models that underpin primary health care and health promotion.
- Critically examine the relationship between social determinants of health, political factors, health outcomes and the context of specialist nursing practice.
- Analyse contemporary models of care that meet the specialised needs of the individual to optimise health outcomes.
- Examine the role of the primary health nurse and the interprofessional team in illness prevention and chronic disease management.
- Employ a range of professional techniques to communicate primary health care needs.
Content
This unit will cover the following topics:
- principles, context and practices of primary health care
- critical discussion and exploration of contemporary issues and information management in primary healthcare
- local, national and global influences on individuals and communities
- role of healthcare professionals
- models of care
- Aboriginal and Torres Strait Islander Peoples' and diverse perspectives; and
- health across the lifespan.
Learning Approaches
A variety of approaches to teaching and learning are adopted to encourage a broad understanding of knowledge and skills in primary care nursing practice, regardless of clinical context.
In this unit, you will learn through engaging in the following:
- Workshops (online and/or face-to-face) to support knowledge development and academic literacy skills
- Online self-directed learning
- Case-based learning
- Individual research and readings; and
- Collaborative activities.
Feedback on Learning and Assessment
Feedback in this unit is provided to you through the following:
- Formative feedback in workshops and activities; and
- Comments and grading via rubrics on summative assessment.
Assessment
Overview
The assessment for this unit is comprised of 2 summative items.
This unit will use online web based text matching software that assists students to develop the academic skills required to correctly use and cite reference material as well as check citations to determine and avoid possible instances of plagiarism.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Reflection of Primary Care Workplace
This assessment requires students to produce a reflective analysis of their own primary care workplace and the range of services it delivers. Students who are not currently working in primary care may instead reflect on a primary care setting and service of interest. The reflection should consider how the workplace operates, the models of care it uses, the populations it serves, and the factors that influence service delivery and quality of care.
This is an assignment for the purposes of an extension.
Assessment: Presentation critique of primary care workplace
Drawing on the community health assessment reflection and the primary care workplace analysis completed in Assessment 1, develop a 10-minute presentation accompanied by slides. In this presentation, select two building blocks of high-performing primary care (e.g., engaged leadership, data-driven improvement, empanelment, team-based care, patient–team partnerships, population management, continuity of care, prompt access, comprehensiveness and care coordination, or the “template of the future”). Critically examine how each of the selected building blocks is demonstrated—or not demonstrated—within your primary care workplace.
Assessment: Community health assessment
Drawing on the findings from Assignments 1 and 2, identify and prioritise two (2) key health needs or core health issues within the community. Develop a written proposal addressed to your line manager or supervisor that outlines a model of care designed to address these priorities. Your proposal should:
⦁ Clearly justify why each of the two health needs/issues has been prioritised, using evidence from your earlier assessments.
⦁ Describe a targeted strategy or intervention for each priority area, explaining how it aligns with best practice and responds to the community context.
⦁ Explain how these strategies fit within, or contribute to, the broader model of care you are proposing.
⦁ Discuss anticipated outcomes, benefits, and potential challenges of implementing the proposed model.
⦁ Include any resources, partnerships, or system supports required to successfully operationalise the interventions.
This is an assignment for the purposes of an extension.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.NS32 Graduate Certificate in Nursing
- Demonstrate and apply advanced health care knowledge and skills in a specialist nursing area.
Relates to: Presentation critique of primary care workplace - Critically analyse, evaluate, and reflect on specialist nursing knowledge, evidence and practice to improve patient care and health outcomes.
Relates to: Presentation critique of primary care workplace, Community health assessment - Use evidence-based theories and frameworks to inform emerging leadership practice in nursing and interprofessional collaborations.
Relates to: Community health assessment - Communicate complex evidence-based knowledge through education, professional communication, and a range of digital technologies.
Relates to: Presentation critique of primary care workplace, Community health assessment
NS95 Master of Nursing
- Apply advanced knowledge and skills to manage and improve nursing practices across diverse and complex contexts to improve health outcomes and service provision.
Relates to: Presentation critique of primary care workplace - Critically analyse evidence to inform decision-making in advanced nursing and interprofessional care contexts.
Relates to: Presentation critique of primary care workplace, Community health assessment - Design and develop ethically appropriate research and/or professional plans that respond to a gap in health care that informs best practice.
Relates to: Community health assessment - Communicate complex evidence-based findings through professional dissemination using a range of digital technologies.
Relates to: Presentation critique of primary care workplace, Community health assessment
Unit Outline: Semester 1 2026, Online
| Unit code: | NSN828 |
|---|---|
| Credit points: | 12 |
Overview
Primary health care is any medical service that is provided outside a hospital and may include general practice, aged care, schools and community health. This unit develops your knowledge of primary health care, which plays a critical role in providing proactive care. You will develop your knowledge of health promotion and self-management for individuals, families and communities. The concepts introduced in this unit provide the basis for further study in subsequent units.
Learning Outcomes
On successful completion of this unit you will be able to:
- Analyse the principles, policies and models that underpin primary health care and health promotion.
- Critically examine the relationship between social determinants of health, political factors, health outcomes and the context of specialist nursing practice.
- Analyse contemporary models of care that meet the specialised needs of the individual to optimise health outcomes.
- Examine the role of the primary health nurse and the interprofessional team in illness prevention and chronic disease management.
- Employ a range of professional techniques to communicate primary health care needs.
Content
This unit will cover the following topics:
- principles, context and practices of primary health care
- critical discussion and exploration of contemporary issues and information management in primary healthcare
- local, national and global influences on individuals and communities
- role of healthcare professionals
- models of care
- Aboriginal and Torres Strait Islander Peoples' and diverse perspectives; and
- health across the lifespan.
Learning Approaches
A variety of approaches to teaching and learning are adopted to encourage a broad understanding of knowledge and skills in primary care nursing practice, regardless of clinical context.
In this unit, you will learn through engaging in the following:
- Workshops (online and/or face-to-face) to support knowledge development and academic literacy skills
- Online self-directed learning
- Case-based learning
- Individual research and readings; and
- Collaborative activities.
Feedback on Learning and Assessment
Feedback in this unit is provided to you through the following:
- Formative feedback in workshops and activities; and
- Comments and grading via rubrics on summative assessment.
Assessment
Overview
The assessment for this unit is comprised of 2 summative items.
This unit will use online web based text matching software that assists students to develop the academic skills required to correctly use and cite reference material as well as check citations to determine and avoid possible instances of plagiarism.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Reflection of Primary Care Workplace
This assessment requires students to produce a reflective analysis of their own primary care workplace and the range of services it delivers. Students who are not currently working in primary care may instead reflect on a primary care setting and service of interest. The reflection should consider how the workplace operates, the models of care it uses, the populations it serves, and the factors that influence service delivery and quality of care.
This is an assignment for the purposes of an extension.
Assessment: Presentation critique of primary care workplace
Drawing on the community health assessment reflection and the primary care workplace analysis completed in Assessment 1, develop a 10-minute presentation accompanied by slides. In this presentation, select two building blocks of high-performing primary care (e.g., engaged leadership, data-driven improvement, empanelment, team-based care, patient–team partnerships, population management, continuity of care, prompt access, comprehensiveness and care coordination, or the “template of the future”). Critically examine how each of the selected building blocks is demonstrated—or not demonstrated—within your primary care workplace.
Assessment: Community health assessment
Drawing on the findings from Assignments 1 and 2, identify and prioritise two (2) key health needs or core health issues within the community. Develop a written proposal addressed to your line manager or supervisor that outlines a model of care designed to address these priorities. Your proposal should:
⦁ Clearly justify why each of the two health needs/issues has been prioritised, using evidence from your earlier assessments.
⦁ Describe a targeted strategy or intervention for each priority area, explaining how it aligns with best practice and responds to the community context.
⦁ Explain how these strategies fit within, or contribute to, the broader model of care you are proposing.
⦁ Discuss anticipated outcomes, benefits, and potential challenges of implementing the proposed model.
⦁ Include any resources, partnerships, or system supports required to successfully operationalise the interventions.
This is an assignment for the purposes of an extension.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.NS32 Graduate Certificate in Nursing
- Demonstrate and apply advanced health care knowledge and skills in a specialist nursing area.
Relates to: Presentation critique of primary care workplace - Critically analyse, evaluate, and reflect on specialist nursing knowledge, evidence and practice to improve patient care and health outcomes.
Relates to: Presentation critique of primary care workplace, Community health assessment - Use evidence-based theories and frameworks to inform emerging leadership practice in nursing and interprofessional collaborations.
Relates to: Community health assessment - Communicate complex evidence-based knowledge through education, professional communication, and a range of digital technologies.
Relates to: Presentation critique of primary care workplace, Community health assessment
NS95 Master of Nursing
- Apply advanced knowledge and skills to manage and improve nursing practices across diverse and complex contexts to improve health outcomes and service provision.
Relates to: Presentation critique of primary care workplace - Critically analyse evidence to inform decision-making in advanced nursing and interprofessional care contexts.
Relates to: Presentation critique of primary care workplace, Community health assessment - Design and develop ethically appropriate research and/or professional plans that respond to a gap in health care that informs best practice.
Relates to: Community health assessment - Communicate complex evidence-based findings through professional dissemination using a range of digital technologies.
Relates to: Presentation critique of primary care workplace, Community health assessment