92845 Primary Health Care in Diabetes
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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.
Anti-requisite(s): 96725 Principles of Primary Health Care
Description
This subject explores the provision and efficacy of primary health care within Australia by focusing on the prevention and management of diabetes. Contemporary systems and models of care are considered, as well as the influence of policy and strategic plans from government and influential stakeholders. The barriers and enablers for optimal health care delivery are investigated and the provision of diabetes care to the priority groups as per National Diabetes Strategy Plan 2021-2030 are highlighted. This subject is accredited by the Australian Diabetes Educators Association (ADEA) and is aligned to the Association's standards and guidelines.
Subject learning objectives (SLOs)
| A. | Evaluate within a Primary Health Care framework, the systems in place for interdisciplinary management and prevention of a chronic disease such as diabetes, including the National Integrated Diabetes Program, the enhanced Primary Care program and Clinical Information Strategies. (ADEA Domains 4, 5) |
|---|---|
| B. | Examine the impact of the social determinants of health and the relationship between physical and psychological wellbeing in chronic disease for both individuals, their families and significant others. (ADEA Domains 1, 2) |
| C. | Devise and communicate strategies for therapeutic partnerships within a primary health care framework, in particular supporting a self-management model of patient centred care. (ADEA Domains 2, 3, 4) |
| D. | Appraise research and apply critical inquiry to investigate a client or community scenario considering the social determinants of health (ADEA Domain 3) |
| E. | Examine and evaluate the impact of chronic disease on Indigenous Australians within the context of their family and community (ADEA Domains 1, 2) |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Are reflective critical thinkers who contribute to practice, policy and research to enhance health care and health outcomes (1.0)
- Locate, synthesise and apply research knowledge and skills to critically evaluate the available evidence for all aspects of diabetes management and education (1.1)
- Lead and advocate, within scope of practice, for person-centred diabetes self-management in an interdisciplinary team (2.1)
- Are socially, culturally and ethically accountable and consider health care in a global context (3.0)
- Demonstrate social, cultural and ethical accountability in striving for efficient use of resources and equity of access to optimal and safe health care (3.1)
- Communicate appropriately and consistently in diverse situations (4.0)
- Embody the professional qualities appropriate to the scope of their role (5.0)
- Demonstrate professional cultural competency which contributes to the health and wellbeing of Indigenous Australians, inclusive of physical, social, emotional and spiritual wellness (6.0)
- Critically reflect upon the impact of ongoing colonisation and its pervasive discourse on Indigenous Australians and their health and wellbeing (6.2)
Contribution to the development of graduate attributes
Students studying the Graduate Certificate in Diabetes Management and Education will be encouraged to explore the therapeutic relationship between diabetes educators and those for whom they provide care. This subject will broaden students' orientation to help people with diabetes or at risk by emphasising prevention and management to improve the self-management, slow down disease progression, and enhance the effective use of primary healthcare.
Teaching and learning strategies
This subject benefits from both the real time delivery of content, for example through Zoom meetings, as well as access to online resources such as videos, and learning modules. As this is an online module, students can work though the content at their own pace, while at the same time, meeting the requirements of the course. It is expected that students will prepare before Zoom meetings and actively participate in collaborative online material.
Developing communication skills
Students will clarify complex concepts during online meetings and via engagement in interactive online activities. Case studies and real examples from practice will be used to facilitate discussion and simulate professional collaboration.
Online learning activities
Online resources include four independent learning modules, readings, case studies and videos, will be available on Canvas. Students will be required to engage with these resources across the learning period.
Enquiry-based learning
Students will be expected to engage with their facilitator and other students through online meetings, case studies and discussion boards. Here students will have the opportunity to engage in shared inquiry and decision making activities through reflection and inter-professional collaboration. Zoom meetings will also allow students to ask questions and clarify concepts as well as learning from each other.
Strength-based assessments
Students will reflect on the impact of ongoing colonisation and its pervasive discourse on Indigenous Australians and their health and wellbeing for the design, dleivery and management of the Australian primary healthcare system.
Content (topics)
Definitions, key concepts and policy development in primary health care
- Impact of social determinants of health on primary health care
- Models of care and workforce to manage chronic disease in primary health care
- Prevention and management of obesity in primary health care
- Primary health care for vulnerable populations – elderly, Aboriginal and Torres Strait Islanders, culturally and linguistically diverse (CALD) populations.
- Review of prevalence and incidence of type 1, type 2, and gestational diabetes, risk factors, psychosocial issues and complications
- Relationship between clinical practice, Evidence Based Practice (EBP) and research.
Assessment
Assessment task 1: Indigenous Australians and diabetes: The demographics of risk.
| Intent: | This assessment will explore the impact of diabetes in Aboriginal and Torres Strait Islander people |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B and D This assessment task contributes to the development of graduate attribute(s): 1.0, 3.0, 4.0 and 5.0 |
| Weight: | 20% |
| Length: | Length: 250-500 words for Venn Diagram + 500 words essay (+/-10%) |
Assessment task 2: Indigenous Australians and diabetes: An explanation of vulnerability and the possibility for improved care
| Intent: | Critically reflect on Indigenous health contexts to inform communication and engagement capabilities to work with and for Indigenous peoples across Diabetes Education and Management. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, D and E This assessment task contributes to the development of graduate attribute(s): 1.1 and 6.0 |
| Weight: | 40% |
| Length: | 500 word SWOT analysis (using template provided) + 1500 word (+/-10%) supporting essay |
Assessment task 3: Health inequity in diabetes education and management in the primary health care setting
| Intent: | This assessment will foster a deeper understanding among students regarding the complexities of healthcare for Indigenous Australians, particularly in the context of diabetes, and equip them with the skills to contribute to positive change in the healthcare system as Diabetes Educators. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, D and E This assessment task contributes to the development of graduate attribute(s): 1.1, 2.1, 3.1 and 6.2 |
| Weight: | 40% |
| Length: | 1500 words (+/-10%) |
Minimum requirements
To pass Subject 92845 students must attend all modules, activities, assessments, and the online workshop. Non-attendance of the online workshop will lead to a failing grade in the subject.
Required texts
There is no required text for this subject. Essential readings will be made available on Canvas or the UTS library.
Recommended texts
Guzys, Brown, R., Halcomb, E., & Whitehead, D. (2017). An introduction to community and primary health care (Second edition.). Cambridge University Press.
Further readings will be linked to learning modules and will be available via Canvas. Additionally, a guide to the Australian Diabetes Association (ADEA) competency standards can be found on Canvas in “Course Information”.
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: lib.uts.edu.au, Facebook: utslibrary, Twitter: @utslibrary Tel: (02) 9514 3666.
Improve your academic and English language skills
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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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