92638 Foundations of the Australian Healthcare System
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Subject handbook information prior to 2024 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksThere 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)
| 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)
- Communicate effectively and appropriately in challenging, complex and diverse situations (4.0)
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, workshops or zoom drop in meetings, to assist you in managing your learning.
Applying appropriate learning strategies, 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.
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: A Matter of Perspective
| Intent: | To explore different perspectives on the Australian healthcare system. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A and C This assessment task contributes to the development of graduate attribute(s): 1.0, 1.1 and 4.0 |
| Type: | Reflection |
| Groupwork: | Individual |
| Weight: | 15% |
| Length: | 250 words per paragraph, 500 words in total (+/- 10%). The reference list is not included in the word count. |
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: | 2,000 words |
| Criteria: |
|
Assessment task 3: Health Equity
| Intent: | To examine the Australian healthcare system in relation to the experiences of Aboriginal and Torres Strait Islander people. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): C, D and E This assessment task contributes to the development of graduate attribute(s): 1.0 and 4.0 |
| Type: | Essay |
| Groupwork: | Individual |
| Weight: | 45% |
| Length: | 2,000 words (+/- 10%) |
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 Canvas for access to up to date references for this subject.
Other resources
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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.
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