090041 Legal and Ethical Issues in Women's Health
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particular session, location and mode of offering is the authoritative source
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Subject handbook information prior to 2025 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.
Description
Women’s health issues across the lifespan can generate challenging ethical and legal considerations. This subject explores these issues and provides students with the opportunity to critically analyse how women’s health issues can also be a result of legal and ethical infringement upon women’s bodies. In particular, matters pertaining to reproduction and birth disproportionately affect women, and engender controversial ethical debate and legal disputes. By focusing on health issues and the use of case studies, students consider some of these issues as they have developed in Australia, but also understanding broader concerns from an international perspective.
This subject also allows students to explore the ethics of being a health care practitioner for women and children in relation to codes and principles affecting women’s health and well-being, as well as individual perceptions of integrity and morals.
Subject learning objectives (SLOs)
| A. | Critically analyse how women’s health issues across the lifespan can generate challenging ethical and legal concerns. |
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| B. | Connect debates and legal disputes of reproduction and birth to female autonomy and reframe these within a woman-centred philosophy. |
| C. | Critique reporting of legal and ethical trespass upon the female body in order to interpret the impact on female autonomy. |
| D. | Critically reflect on the components of self (physical, psychological, social, cultural, environmental & spiritual) as an element to self-perceptions of women’s legal and ethical status. |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Demonstrate reflective critical thinking to enable appraisal of current practice, policy and research relating to women’s and children’s health care and health outcomes. (1.1)
- Are effective, collaborative and responsive health professionals and potential leaders in a particular field of women’s and children’s health. (2.1)
- Are socially, culturally and ethically accountable when engaging with individuals, families, and interdisciplinary teams. (3.1)
- Communicate effectively for a variety of needs in healthcare practice. (4.1)
- Plan for ongoing professional development and skills in order to support practices within the scope of their role which focus on women’s and children’s health. (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 them to prepare for the subject's assessment tasks.
Independent learning activities
This subject is taught using a variety of teaching and learning strategies. 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 students to progress through the subject and complete assessment items effectively. The online material aims to enhance student’s 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 student’s performance in summative assessments.
Content (topics)
- Global perspectives and human rights
- Ethical principles in women's health
- Reproductive rights and health
- The law as a social determinant of health
- Indigenous law
- Regulation of fertility
- Abortion Care
- Infertility and Assisted Reproductive Technologies (ART)
- The regulation of the pregnant woman
Assessment
Assessment task 1: Journal club analysis, reflection, and contribution
| Intent: | Women’s health issues generate challenging ethical and legal considerations. Engaging in thoughtful exploration, analysis and critical reflection of the key issues and learning materials helps students to not only to gain an in depth understanding of the complexities in women’s health but fosters nuanced arguments, differing perspectives, and the evolution of these issues over time. Incorporating an online component also encourages students to actively engage with their peers by sharing their analyses and engaging in discussions. This promotes a collaborative learning environment and allows for the exchange of ideas. In addition, and in the context of First Nations women's legal and ethical issues (part B), the task is designed to foster a deeper understanding of cultural distinctions, historical injustices, and systemic challenges. This approach empowers students to engage ethically, advocate effectively, and contribute meaningfully to the advancement of rights and well-being for First Nations women. Incorporating a journal analysis and online posting task not only enhances students' learning experiences but also equips them with a range of skills that are valuable in both academic and professional settings. |
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| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C and D This assessment task contributes to the development of graduate attribute(s): 1.1, 2.1, 5.1 and 6.1 |
| Weight: | 30% |
| Length: | 1050 words in total |
Assessment task 2: Video Diary Entries
| Objective(s): | This assessment task addresses subject learning objective(s): A, B and C This assessment task contributes to the development of graduate attribute(s): 1.1, 4.1 and 5.1 |
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| Weight: | 50% |
| Length: | Each video diary should be between 5 and 8 minutes in length. |
Assessment task 3: Student Reflection and Engagement
| Intent: | Responding to other students’ online posts serves several important purposes that contribute to a richer and more effective learning experience. Responding to peers' posts showcases students’ knowledge of the subject matter. It allows students to demonstrate their grasp of concepts and theories in a practical context. Constructive critique or agreement helps develop students critical thinking skills as they assess the strengths and weaknesses of different arguments. Explaining concepts or debating ideas in response to peers' posts also deepens students own understanding of the material. Online interactions provide opportunities for collaborative learning. Through discussions, students will work together to solve problems, clarify doubts, and collectively enhance their understanding. Constructive criticism and suggestions from peers will assist students refine their thoughts and develop a more well-rounded perspective. Finally, the activity is a valuable opportunity to learn, share, and grow within a community of learners, contributing to the students overall educational experience. |
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| Objective(s): | This assessment task addresses subject learning objective(s): B, C and D This assessment task contributes to the development of graduate attribute(s): 1.1, 2.1, 3.1, 4.1 and 6.1 |
| Weight: | 20% |
| Length: | At least 800 words in total. |
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.
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