General Information
In this subject you will explore the environments in which people live their lives and experience the world from multiple perspectives. You will adopt an ecological lens to view disability and health. You will explore the physical, sensory, informational, cultural, social, economic and institutional environments in the context of Australian health and social care. Concepts of accessible and useable design, social determinants of health and Aboriginal and Torres Strait Islander culture will be focus topics within this subject.
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Details
Academic unit: Faculty of Health Sciences and Medicine Subject code: OCTY71-103 Subject title: Enabling Environments: A Systems Approach Subject level: Postgraduate Semester/Year: May 2024 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Workshop: x12 (Total hours: 48) - Workshop
- Placement: x2 (Total hours: 8) - Work Placement
- Personal Study Hours: x12 (Total hours: 64) - Recommended Study Hours
Attendance and learning activities: Attend all sessions (forums/workshops), as the majority of sessions will build on the work covered in previous weeks. All weekly content, additional reading, and assessment requirements will be outlined on iLearn. Students are encouraged to check iLearn regularly for updates. -
Resources
Prescribed resources: Books
- Jeremy Ward (2015). The Shouted Goodbye. n/a, Boolarong Press 250
iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Health Sciences and Medicine |
|---|---|
| Subject code: | OCTY71-103 |
| Subject title: | Enabling Environments: A Systems Approach |
| Subject level: | Postgraduate |
| Semester/Year: | May 2024 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | Attend all sessions (forums/workshops), as the majority of sessions will build on the work covered in previous weeks. All weekly content, additional reading, and assessment requirements will be outlined on iLearn. Students are encouraged to check iLearn regularly for updates. |
| Prescribed resources: | Books
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
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| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Adopt an ecological view of disability and health.
- Examine the impact of health care systems and legislation on health care.
- Apply basic skills in accessibility and useability assessment.
- Demonstrate sensitivity to the cultural environment in which people are situated.
- Explore Aboriginal and Torres Strait Islander culture and your cultural interface.
- Explore the concept of social determinants of health.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Skills Test Assessment 1: Simulated supervision session with a supervisor with structured questions to enable students to demonstrate a critical analysis of the experience of disability. 30.00% Week 7 1,2,4,6 Written Report Assessment 2: Accessibility audit and report - 2000 words 40.00% Week 10 1,2,3,4 Portfolio Assessment 3: Showcase Portfolio - 1700 words plus graphic presentation 30.00% Week 13 1,4,5,6 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Pass requirement
To pass this subject, all assessment tasks must be submitted and a minimum overall mark of 50% must be obtained. Resit assessments are not applicable in this subject.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Skills Test | Assessment 1: Simulated supervision session with a supervisor with structured questions to enable students to demonstrate a critical analysis of the experience of disability. | 30.00% | Week 7 | 1,2,4,6 |
| Written Report | Assessment 2: Accessibility audit and report - 2000 words | 40.00% | Week 10 | 1,2,3,4 |
| Portfolio | Assessment 3: Showcase Portfolio - 1700 words plus graphic presentation | 30.00% | Week 13 | 1,4,5,6 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Pass requirement
To pass this subject, all assessment tasks must be submitted and a minimum overall mark of 50% must be obtained. Resit assessments are not applicable in this subject.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
This subject contains content that some students may find distressing, disturbing or culturally challenging. Students with concerns about the content of any subject are encouraged to discuss this with their educator / course coordinator and consider how best to prepare themselves to study challenging material in a way that is appropriate for them
Subject curriculum
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Ecological lens of disability and health
Students will be introduced to aspects of the environment, and the social model of disability. Ecological models will be used to explore the enablers and barriers experienced by people with disability.
SLOs included
- Adopt an ecological view of disability and health.
- Examine the impact of health care systems and legislation on health care.
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Social determinants of health and legislation.
Students explore the concept of social determinants of health, with a particular focus on the Australian context. Australia's health is explored, including health disparities in Aboriginal communities, people with disability, and rural and remote locations. We then look at key legislation and guiding principles as they pertain to enabling environments.
SLOs included
- Adopt an ecological view of disability and health.
- Examine the impact of health care systems and legislation on health care.
- Demonstrate sensitivity to the cultural environment in which people are situated.
- Explore the concept of social determinants of health.
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The Physical environment
Students explore the barriers and enablers for people with disability in the physical environment. We introduce the concept of universal design, and students spend time in a wheelchair after learning about the safe use of a wheelchair.
SLOs included
- Adopt an ecological view of disability and health.
- Examine the impact of health care systems and legislation on health care.
- Apply basic skills in accessibility and useability assessment.
- Explore the concept of social determinants of health.
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The Social environment
Students explore the social environment by considering a person's intimate environment, their community, and the broader society. We introduce the concept of social exclusion and look at this through an ecological lens.
SLOs included
- Adopt an ecological view of disability and health.
- Examine the impact of health care systems and legislation on health care.
- Explore the concept of social determinants of health.
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The Cultural environment
Students are introduced to the concept of culture and explore this in relation to healthcare. Students have the opportunity to immerse themselves further in Aboriginal and Torres Strait Islander culture and explore this and their own cultural interface.
SLOs included
- Adopt an ecological view of disability and health.
- Examine the impact of health care systems and legislation on health care.
- Demonstrate sensitivity to the cultural environment in which people are situated.
- Explore Aboriginal and Torres Strait Islander culture and your cultural interface.
- Explore the concept of social determinants of health.
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Temporal and Virtual environments
Students explore the temporal environment, with a particular focus on the use of time and how this relates to occupation. The virtual environment is unpacked, and links with social determinants of health are explored.
SLOs included
- Adopt an ecological view of disability and health.
- Apply basic skills in accessibility and useability assessment.
- Demonstrate sensitivity to the cultural environment in which people are situated.
- Explore the concept of social determinants of health.
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Housing, Transport and Community Access
We explore access for people with disability across the key areas of housing, transport, and community, by considering international, national, state, and local influences.
SLOs included
- Adopt an ecological view of disability and health.
- Examine the impact of health care systems and legislation on health care.
- Apply basic skills in accessibility and useability assessment.
- Demonstrate sensitivity to the cultural environment in which people are situated.
- Explore the concept of social determinants of health.
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Education and Workplace Inclusion
We explore inclusion in the areas of education and workplaces, and look at relevant legislation and guiding principles to support this.
SLOs included
- Adopt an ecological view of disability and health.
- Examine the impact of health care systems and legislation on health care.
- Apply basic skills in accessibility and useability assessment.
- Demonstrate sensitivity to the cultural environment in which people are situated.
- Explore the concept of social determinants of health.
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Australian and International Health and Social Care Systems
We take a more global perspective on health, and look at health inequities, social exclusion, and relevant legislation and guiding principles. We also look at the healthcare system and the connection with social determinants of health.
SLOs included
- Adopt an ecological view of disability and health.
- Examine the impact of health care systems and legislation on health care.
- Demonstrate sensitivity to the cultural environment in which people are situated.
- Explore the concept of social determinants of health.