090002 Family and Community Health in Practice
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 2025 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
There are course requisites for this subject. See access conditions.
Description
Children and families live within communities and are an integral part of the wider socio-ecological model of society. This subject investigates the broader perspective of community health and wellness. The shared community responsibility of family support is explored together with processes that promote family and community health and wellness. Students develop their understanding of family function, assessment, and stress factors, especially related to transitional periods. Using a strengths-based, anticipatory guidance model, students develop advanced skills to interact appropriately with families building on families' strengths and determining appropriate interventions. Students gain an increased appreciation of the significant role the family plays in relation to the mental and physical health and wellbeing of its members and to the health of the whole community.
Subject learning objectives (SLOs)
| A. | Critically examine contemporary issues that impact Australian families including cultural diversity, LGBTQI+ families, Indigenous health, psychosocial screening, perinatal mental health, family violence, child abuse, substance misuse and disability |
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| B. | Analyse and assess the impact of ongoing colonisation and its pervasive discourse on Indigenous Australians and their health and wellbeing |
| C. | Analyse and determine the complexities of families with multiple vulnerabilities and working in partnership to develop interventions that build on the family’s strengths identifying support services and referral pathways |
| D. | Research and evaluate the connection between the wellbeing of the family and the larger community |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Prioritise and lead integrated care, based on collaborative approaches with families, caregivers, and interdisciplinary teams to promote optimal health outcomes. (2.1)
- Demonstrate social and ethical accountability to enable efficient use of resources and equity of access to optimal and safe health care (3.1)
- Demonstrate clinical competence based on the professional standards and current evidence, and actively engage in ongoing continuing professional development (5.1)
- Critically reflect on Indigenous Australian contexts to inform professional cultural capability to work effectively with and for Indigenous Australians within the health and social care profession (6.1)
Teaching and learning strategies
Orientation activities
In preparation for the session students have access to activities during orientation week. These activities are designed to introduce students to the subject and their peers, and will assist students to prepare for the subject's assessment tasks.
Independent learning activities
This subject is taught using a variety of teaching and learning strategies. The strategies used emphasise active and applied approaches to developing students’ ability to understand the structure, function and purpose of primary health care and health promotion from the perspective of a child and family health practitioner. An overarching theme of the approaches to teaching and learning is to support students to actively learn with the support of a facilitator who can assist and coach them. Understanding and critical thinking skills will be encouraged via a range of activities, including but not limited to:
- On-line resources to prepare students for active engagement with the subject content
- Thought provoking readings, videos and other activities to stimulate thinking, promote understanding and support analysis and evaluation
- Problem solving, discovery-based and critical thinking activities via a range of guided and self-directed learning opportunities
- Learning that is supported by real world examples, case studies, illustrations and data
- Real-time feedback to student responses to key online activities
- Opportunities for students to reflect on, explain and record their input under advice and guidance.
Readings, videos and activities will be available online relevant to the topic of the week. This will help you progress through the subject and complete assessment items effectively. The online material aims to enhance your understanding of the topic or delve deeper into a more specific area, compare experiences and ideas with others and gain feedback. Information and links to learning activities can be accessed via Canvas.
Zoom meetings
Students are strongly encouraged to attend all scheduled Zoom meetings as they will provide opportunities for group activities, discussion, self-assessment, peer review and formative feedback from the subject coordinator and the teaching team. Additionally, they will also help students prepare for the subject’s assessment tasks. The schedule for this subject’s zoom meetings is below in the program section.
Feedback
Feedback in this subject takes several forms including self-assessment, peer review, automatic feedback from interactive activities and the teaching team. Formative feedback throughout the subject aims to increase the student’s performance in summative assessments.
Content (topics)
- What is a family?
- Transition to parenthood
- Intergenerational impact of family and culture
- Introduction to the Family Partnership Model and Anticipatory Guidance
- Family health and assessment
- Psychosocial challenges for families and the family stress model
- Communication skills for CFH
- Perinatal and infant mental health assessment and support
- Family and domestic violence and its impact on the child and family
- Trauma aware care
Assessment
Assessment task 1: Welcoming a New Baby
| Intent: | The celebrations around the welcoming of a new baby are varied among cultures and families. Understanding this is important for child and family practice as assessing individual family and cultural traditions, as well as vulnerabilities, improves outcomes for the child and the family. This assignment asks the student to reflect on their own cultural practices around the birth of a baby and acknowledge the varying ways families celebrate this. |
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| Objective(s): | This assessment task addresses subject learning objective(s): A This assessment task contributes to the development of graduate attribute(s): 2.1 and 3.1 |
| Weight: | 15% |
| Length: | 500-750 words |
Assessment task 2: Maternal Perinatal Mental Health - KMMS Case study
| Intent: | In practice you may see families from Indigenous communities in your local area. Indigenous mothers are a greater risk of perinatal mental health disorders, and require culturally appropriate screening processes to determine how to plan appropriate support mechanisms for these families. |
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| Objective(s): | This assessment task addresses subject learning objective(s): B and C This assessment task contributes to the development of graduate attribute(s): 6.1 |
| Weight: | 45% |
| Length: | 2000 Words |
Assessment task 3: Case Planning and Review for Families at Risk
| Intent: | Assessing, referring and working with families that have psychosocial complexities is a critical part of the practice of Child and Family Health. Case-review presentation are performed regularly in practice. This assignment is designed to allow students to practice the process of preparing a case review for presentation. |
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| Objective(s): | This assessment task addresses subject learning objective(s): C and D This assessment task contributes to the development of graduate attribute(s): 5.1 |
| Weight: | 40% |
| Length: | 1200 words |
References
Australian Health Minister's Advisory Council. (July 2011). National Framework for Universal Child and Family Health Services
Grant, J., Mitchell., C & Cuthbertson, L. (2017). National Standards of Practice for Maternal, Child and Family Health Nursing Practice in Australia. Adelaide, Flinders Press.
NSW Maternity, Child and Family Health (2015). Our babies, the state’s best asset: a history of 75 years of baby health services in New South Wales. NSW Health.
Black Dog Institute. (n.d.). Anxiety and Depression during Pregnancy and the Postnatal Period. Black Dog Institute.
COPE. (September 2022). Facebook post, The stigma of parenthood and mental illness. Accessed October 26, 2022.
Department of Health (2022). Future focused primary health care: Australia’s Primary Health Care 10 Year Plan 2022-2032. Commonwealth of Australia (Department of Health).
Highet, Nicole. (n.d.). Postnatal Mental Health Conditions. COPE (blog). Accessed October 18, 2022.
PANDA. (n.d.). Nick’s Story. Accessed October 26, 2022.
UNICEF (2020). Investing in our future: A comprehensive agenda for the health and well-being of children and adolescents. [Working Document]. World Health Organisation.
World Health Organisation. (1986). Ottawa Charter for Health Promotion: First International Conference on Health Promotion Ottawa, 21 November 1986. World Health Organisation.
Australian Food Safety Information Council. Food safety Tips. web page.
Public Health Association of Australia. (2019). Health Equity Policy Position Statement. Public Health Association of Australia.
Chung A, Hall A, Brown V, Kuswara K, Howse E, Stickney B, Signy H, Rychetnik L. The first 2000 days: Synthesis of knowledge from the Australian Prevention Partnership Centre and CERI. Sydney, Australia: The Australian Prevention Partnership Centre, 2022
Emeritus Professor Richard Henry AM (December 2019). Review of health services for children, young people and families within the NSW Health system. NSW Health.
International conference on primary health care. (n.d.). WHO called to return to the Declaration of Alma-Ata. World Health Organisation.
New South Wales Health. (n.d.). The First 2000 Days of Life. Accessed October 26, 2022.
New South Wales Government. (April 2021). Brighter Beginnings: The First 2000 Days of Life.
NSW Department of Premier and Cabinet. (September 5, 2020). Brighter Beginnings. Landing Page. NSW Government.
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) and Canvas at: https://canvas.uts.edu.au/.
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: https://www.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.
The Accessibility and Financial Assistance Service
?The Accessibility Service can support students with disabilities, medical or mental health conditions, including temporary injuries (e.g., broken limbs). The Accessibility Service works with Academic Liaison Officers in each Faculty to provide ‘reasonable adjustments’ such as exam provisions, assistive technology, requests and strategies for managing your studies alongside your health condition. If you’re unsure whether you need assistance, we recommend getting in touch early and we can provide advice on how our service can assist you. Make an appointment with an Accessibility Consultant (AC) on +61 2 9514 1177 or Accessibility@uts.edu.au.
The Financial Assistance Service can assist you with financial aspects of life at university, including Centrelink information, tax returns and budgeting, interest-free student loans and grants to assist with course-related costs. Check eligibility and apply online and make an appointment on +61 2 9514 1177 or Financial.assistance@uts.edu.au.