090051 Diabetes Pathways
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particular session, location and mode of offering is the authoritative source
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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): 96317 Diabetes Pathways
Description
This subject is designed to develop students' knowledge of the burden of chronic disease, as a significant health issue in Australia. Adopting type 2 diabetes mellitus, as an exemplar, emphasis is placed on appraising the contributory factors and addressing the challenges in the prevention, management and minimisation of complications of chronic disease.
Diabetes is illustrative of the complex interplay between lifestyle factors, including obesity, diet and sedentary lifestyle, and the potential for the development of further chronic diseases, including cardiovascular disease. The subject facilitates students’ understanding and application of strategies, within public health, health promotion, health education and health literacy, in the prevention and self-management of chronic disease. The role of the nurse, in the development of policy, best practice, education and research, to address the challenges in providing chronic disease care and healthcare reform, will be examined.
Although centred on diabetes, the subject content will also facilitate students' exploration of their own context for practice.
Subject learning objectives (SLOs)
| A. | Discuss the concept of ‘burden of chronic disease’ in the Australian context |
|---|---|
| B. | Analyse and reflect on the role of socio-ecological-economic determinants in the development of chronic disease |
| C. | Examine and explain the aetiology of type two diabetes and, type two diabetes as a determinant in other chronic diseases |
| D. | Appraise the strategies to optimise self-management in populations with chronic and complex illnesses |
| E. | Appraise the contribution of health promotion, health education and health literacy in the management of diabetes and other chronic disease |
| F. | Identify the health inequalities and specific needs of Indigenous Australians at risk of, or living with, chronic disease |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Identify, and evaluate and apply the best available evidence for translation into practice to achieve optimal health outcomes (1.1)
- Demonstrate comprehensive clinical judgement and clinical reasoning that is based on evidence and reflects relevant professional codes and guidelines (1.2)
- Demonstrates ability to collaborate to achieve evidence-based change and transformation for optimal health care outcomes (2.1)
- Communicate effectively and professionally in diverse and dynamic situations (4.0)
- Evaluate and select contextually appropriate communication approaches, giving agency to a diverse range of healthcare consumers to make informed decisions about their own health (4.1)
- Practice safe and effective person and family centred care which embodies relevant professional codes and standards (5.1)
- Demonstrate compassionate, empathic, ethical and collaborative clinical practice (5.2)
- Demonstrate professional capabilities to work effectively with and for Indigenous peoples and communities across the health profession (6.0)
- 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)
Contribution to the development of graduate attributes
This subject also contributes specifically to the following graduate attributes:
Critical thinking: Are reflective critical thinkers who examine and contribute to practice, policy and research to achieve clinical excellence and enhance health outcomes (1.0)
Leadership: Are visionary, innovative and responsive leaders (2.0)
Are socially, culturally and ethically aware and accountable when engaging with health care consumers, families/significant others, interdisciplinary teams, communities, organisations and authorities (3.0)
Communication: Communicate effectively and professionally in diverse and dynamic situations (4.0)
Professional qualities: Embody the professional qualities appropriate to the scope of their role (5.0)
Indigenous cultural respect: Demonstrate professional cultural capability which contributes to the health and wellbeing of Indigenous Australians (6.0)
Teaching and learning strategies
Orientation activities
Preparation for the session - You are expected to undertake activities during orientation week. These activities are designed to introduce you to the subject and your peers, and will assist you to prepare for the subject's assessment tasks.
Independent learning activities
Relevant readings, videos and activities will be made available online relevant to the topic of the week. This will support your ability to progress successfully throughout 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 all these learning activities can be accessed via Canvas as well as the subject outline.
Zoom meetings
You are strongly encouraged to attend all scheduled Zoom meetings as they will prepare you for the subject’s assessment tasks. Additionally, they provide opportunities for group activities, discussion, self-assessment, peer review and formative feedback from the subject coordinator and your teaching team. 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 from the teaching team. Formative feedback throughout the subject aims to increase your performance in summative assessments.
Feedback and changes from previous subject offering
Feedback from the previous offering was positive and no major changes have been made. Several resources and readings have been updated and/or refined to maintain subject quality, accuracy and relevance.
Content (topics)
This Subject will cover the following topics:
Module 1: The burden of chronic disease in Australia
- The burden of disease and its impact on society
- Incidence and prevalence of chronic disease
- Epidemiology and the burden of disease
- The impact of colonisation
Module 2: The determinants of health
- Vulnerable populations
- Determinants of health
- Contemporary national issues in chronic disease
Module 3: Health Promotion: A new era in the prevention and management of chronic conditions
- Principles of health promotion in the Australian context
- Health promotion including analysis of prominent health promotion campaigns
- Health Literacy
Module 4: The challenge: Prevention and promotion of our national health priorities
- T2DM as a determinant of multi-morbidity
- National Strategic Framework for Chronic Conditions
- Best practice approaches to promoting health and reducing risk
- Health priorities in vulnerable and diverse populations
- Health beliefs and behavior change theories and their application
Module 5: Empowering the self- management and health of all Australians
- Evidence based approach to self-management
- The effectiveness of behavioural interventions on chronic disease related outcomes
- Health and well-being education action planning
Assessment
Assessment task 1: Health promotion poster/pamphlet
| Intent: | This assessment will assist you in the conceptualisation and preparation of your final assessment. This assessment enables you to apply your knowledge related to key health promotion concepts as they relate to a chronic condition relevant to your clinical practice or community. Please note: The chronic condition you identified in assessment one must be used for all remaining assessments |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): B, D, E and F This assessment task contributes to the development of graduate attribute(s): 1.1, 1.2, 2.1, 4.0, 4.1, 5.1, 5.2, 6.0 and 6.1 |
| Type: | Design/drawing/plan/sketch |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | If poster – 1x A3 page (maximum) | If pamphlet 2x A4 pages One A4 page (maximum) |
Assessment task 2: Health and well-being education action plan
| Intent: | This assessment affords you the opportunity to consolidate the content of this subject and apply it to a specific patient presentation. You will create a tailored health and well-being education action plan which is relevant to context of the patient with the condition that you covered in assessment items 1. Please note: The chronic condition you use for this assessment should be the same one you have used for the previous assessment in this subject. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B, D, E and F |
| Type: | Presentation |
| Groupwork: | Individual |
| Weight: | 60% |
| Length: | The case presentation should be no longer than 250 words. The health education action plan should be no longer than 5 x A4 pages (Reference list to be included at the end of the education plan and does not contribute to the 5 pages maximum limit) |
Other resources
UTS Student Centre
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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: 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.