HSC Core 1: Health Priorities in Australia

Focus Questions

1. How are priority issues for Australia‟s health identified? 2. What are the priority issues for improving Australia‟s health? 3. What role do health care facilities and services play in achieving better health for all

Australians? Linked Outcomes The Health of Young People (Option 1) H2: analyses and explains the health status of Australians in terms of current trends and groups most at risk H16: devises methods of gathering, interpreting and communicating information about health and physical activity concepts. Equity and Health (Option 5) H1: describes the nature, and justifies the choice, of Australia‟s health priorities H2: analyses and explains the health status of Australians in terms of current trends and groups most at risk H3: analyses the determinants of health and health inequities H15: critically analyses key issues affecting the health of Australians and proposes ways of working towards better health for all Suggested assessment and evaluation ideas: Focus Question 1

Group assessment: Class split into six groups, each allocated a different health priority area. In this group they are to research the role of an epidemiologist in relation to their area and provide a presentation to the rest of the class.

Podcast: Individually create a podcast that covers measuring health status and identifying health priority health issues.

Teaching Group Presentation: Class will be split into six groups, each group will be allocated a health priority area. They are required to set up teaching and learning stations for the rest of the class in relation to social justice, principles, priority population groups, prevalence of condition, potential for prevention and early intervention, costs to the individual and community

Suggested assessment and evaluation ideas: Focus Question 2

Health Report: Students are to select one of the following chronic disease, injury and mental health problems: - Cardiovascular Disease (CVD)

- Cancer (skin, breast, lung) - Diabetes - Respiratory Disease

- Injury - Mental Health Problems and Illnesses

Students are then to create a detailed, in depth research report (minimum 1500 words) which includes the following headings:

- The nature of the problem - Extent of the problem - Risk Factors and Protective Factors

- The socio-cultural, socioeconomic and environmental determinants - Groups at risk

Health Letter: Students are to choose one of the following groups experiencing health inequities:

- Aboriginal and Torres Strait Islander peoples - Socio-economically disadvantaged people - Overseas born Australians

- People in rural and remote areas - The Elderly - People with Disabilities

Students are then to write a letter (min.1000 words) to the Australian Institute of Health and Welfare (AIHW) explaining why their chosen group needs help in achieving a higher level of health. Students should mention the following topics in their letter: - the nature and extent of the health inequities - the sociocultural, socioeconomic and environmental determinants - the roles of individuals, communities and governments in addressing the health inequities

Method of Evaluation: Using the Qualitative Assessment Standards, an assessment must have the following three elements before it can be deemed a success: - credibility - dependability - confirmability

Teachers will provide marking rubrics for all students for each assessment they submit. Along with this rubric, students will be provided with a feedback section which they have to sign deeming that the assessment was relevant, clear and engaging. An assessment is confirmable when an audit trail is maintained to enable back-tracking to original criteria-based judgements. Scoring rubrics are a primary means of doing this. Other records may include observational notes, annotated documents or other records of participation or achievement. Confirmability is enhanced where there student agreement that the judgement about their performance is fair and accurate (Office of Assessment, Teaching and Learning, 2010). Suggested assessment and evaluation ideas: Focus Question 3

Feature Article: students are to write a comprehensive feature article about all the different type and the extensive range of health services and facilities within their local area.

Workshops: in groups of 3, students are to research an alternate health approach, for example yoga, and are to present their findings to the class for approximately 20 mins on their alternate health approach. Students will also get the students to perform their alternate health approach.

Key Terms/Concepts Equity: Equity means that resources are allocated in accordance with the needs of individuals and populations with the desired goal of equality of outcomes Inequity: unjust impact of social, economic and cultural factors such as income, education, availability of transport and access to health services. Aboriginal and Torres Strait Islander (ATSI): Two indigenous groups in Australia Socioeconomically disadvantaged: low income earners in Australia People in rural and remote areas: Australians living in areas which limit their access to health resources and care. Overseas-born: People living in Australia but were born overseas. Elderly: Australians above the age 65+ Disabled people: Australians with a handicap or disability Health: A state of complete physical, mental and social wellbeing and not merely the absence of disease or infirmity Health Status: The health of an individual or population measured against an identifiable standard Social Justice: A value that favours measures that aim at decreasing or eliminating inequity; promoting inclusiveness of diversity; and establishing environments that are supportive of all people Mortality: there are a variety of reasons why death rates are falling, mainly due to the improvement of access to medical services for both preventative and curative reasons.

Although there is a noticeable increase of the number of people dying from lifestyle related diseases Morbidity: the measure of people suffering from poor health, this has no criteria in relation to conditions or symptoms. The statistics corresponding to this measure of health shows similar signs to that of mortality- more people are suffering from lifestyle diseases, possible due to our worlds becoming more „convenient‟ but also highlighting it is preventable. Infant Mortality: Over the last 10 years, the infant mortality rate has been steadily declining, this positive result can be sue to the increased education for parents and also the improved quality of products available for parents which are designed around the strict legislation surrounding infant health Life Expectancy: Both men and women are expected to live much longer lives that the generation before us. Although there are still many differences within different population groups e.g. ATSI, male and female, city dwellers to rural dwellers. The key issues students must understand is that we may be living longer, but we‟re not bridging the gap Health status: The health of an individual or population measured against an identifiable standard Determinant: An influencing or determining element or factor – socio-cultural, socio-economic and environmental determinants can influence an individual or population‟s health. Risk Factor: A risk factor is a variable associated with an increased risk of disease or infection Health Service: Health care, or healthcare, is the treatment and management of illness, and the preservation of health through services offered by the medical, dental, complementary and alternative medicine, pharmaceutical, clinical sciences (in vitro diagnostics), nursing, and allied health professions. ... Health inequalities: are differences in health status (such as rates of illness and death) that result from social, economic and geographic influences that are avoidable, unfair and unnecessary. Responsibility of health care and funding in Australia: - The Responsibility of health care in Australia lies in the hands of different Government and community sectors to provide health care services and programs for all Australians. Health care Expenditure Verses Expenditure on Early Intervention and Prevention: - Government funding to improve the health status of Australians is mostly focused on curative measures caused by lifestyle factors. Education, legislation programs and taxes focus on early intervention. Issues concerning New Technologies and Treatments: - New technologies and Treatments will increase the cost of services but increase chances of early detection. Medicare and Private health care in Australia: - Medicare provides afford and accessible care for all Australians. Private health insurance is an optional service which is mostly paid for by contributors and extra benefits, such as shorter waiting periods. Range and growth of complementary and alternative health care approaches: - Complementary and alternative approaches are practices which do not fall into the categories of other conventional treatments. Resource Ideas/Useful References: Australian Institute of Health and Wealth (2011). Access. Retrieved 24 August, 2011 from

http://www.aihw.gov.au/publication-detail/?id=10737419668 Australian Institute of Health and Welfare. (2011). Health Priority Areas.

Retrieved 24 August, 2011 from the World Wide Web: http://www.aihw.gov.au/health-priority-area

Browne, S., Clarke, D., Henson, P., Hristofski, F., Jeffreys, V., Kovacs, P., Lambert, K., and Simpson, D. (2010). PDHPE HSC Course: Application and Inquiry 2nd e.d. Oxford University Press, Melbourne.

Department of Health (2011). The determinants of health. Retrieved 24 August, 2011 from http://www.health.vic.gov.au/healthpromotion/what_is/determinants.htm

Department of Health and Ageing (2011). Complementary medicines. Retrieved 23 August, 2011 from http://www.tga.gov.au/industry/cm.htm

Department of Health Australia, State Government of Victoria. (2011). Retrieved 23 August, 2011 from http://www.health.vic.gov.au/healthpromotion/what_is/determinants.htm

Hagan, P., & Podger, A. (1999). Reforming the Australian health care system: The role of government. ACT: Commonwealth of Australia

Institute of Health and Welfare. Australian Government. (2011) Retrieved 23 August, 2011 from http://www.aihw.gov.au/publications/index.cfm/title/7177

NSW Board of Studies. (2009). Personal Development, Health and Physical Education – Stage 6 Syllabus. Retrieved 22 August, 2011 from www.boardofstudies.nsw.edu.au/syllabus.../pdhpe-st6-sylfrom2010.doc

Office of Assessment, Teaching and Learning. (2010). Developing appropriate assessment tasks. In Teaching and Learning at Curtin 2010. Curtin University: Perth.

Personal Development Health & Physical Education HSC Online. (2011). http://www.hsc.csu.edu.au/pdhpe/

Population Health Division (1999). An overview of health status, health care and public health in Australia. ACT: Commonwealth of Australia.

Travis, J.W., & Ryan, S.R. (2004). Wellness Workbook: How to achieve enduring health and vitality. California: Ten Speed Press

World Health Organisation. (2011). Retrieved 17 August, 2011 from http://www.who.int/topics/epidemiology/en/

Slides

Identifying Health Priority Areas

Social Justice

Principles

Priority Population

Groups

Prevalence of the

Condition

Potential for Change

Costs to Individual

& Community

Participation Equity

Access Rights

Why is it important that we prioritise?

• Funding

• Health research

• Identify groups most at risk

• Resource Allocation

How do we measure epidemiology?

Mortality Infant

Mortality

Morbidity Life

Expectancy

HSC Core 1: Health Priorities in Australia

FQ 1: How are priority issues for Australia’s

health identified?

FQ 2: What are the priority issues for

improving Australia’s health?

FQ 3: What role do health care facilities and

services play in achieving better health for

all Australians?

Epidemiology What is it? Role?

Linked Outcomes The Health of Young People (Option 1)

H2: analyses and explains the health status of Australians in terms of current trends and groups most at risk

H16: devises methods of gathering, interpreting and

communicating information about health and physical activity concepts.

Equity and Health (Option 5) H1: describes the nature, and justifies the choice, of Australia’s

health priorities H2: analyses and explains the health status of Australians in terms

of current trends

and groups most at risk H3: analyses the determinants of health and health inequities

H15: critically analyses key issues affecting the health of

Australians and proposes ways of working towards better health for all

What Role do Health Care facilities Play in Achieving Better Health for

all Australians?Linked Outcomes & Other Cores/Options –Core 2 – Factors Effecting Performance FQ: How can Psychology affect performance? Option 1 – The Health of Young PeopleFQ: What is Good Health for Young People?FQ: To What extent do Australia’s young people enjoy good health?FQ: What skills and actions enable young people to attain better health?Option 5 – Equity & Health FQ: Why do inequities exist in the health of Australians?FQ: What inequities are experienced by population groups in Australia?FQ: How may the gap in health status of populations be bridged?Linked Outcomes – H5, H14, H15, H16

Key Concepts, Terms and Ideas• Responsibility of health care and funding in AustraliaThe Responsibility of health care in Australia lies in the hands of different Government and community sectors to provide health care services and programs for all Australians.• Health care Expenditure Verses Expenditure on Early Intervention and PreventionGovernment funding to improve the health status of Australians is mostly focused on curative measures caused by lifestyle factors. Education, legislation programs and taxes focus on early

intervention.• Issues concerning New Technologies and TreatmentsNew technologies and Treatments will increase the cost of services but increase chances of

early detection.• Medicare and Private health care in AustraliaMedicare provides afford and accessible care for all Australians. Private health insurance is an

optional service which is mostly paid for by contributors and extra benefits, such as shorter waiting

periods. • Range and growth of complementary and alternative health care approachesComplementary and alternative approaches are practices which do not fall into the categories

of other conventional treatments.

Can Of Worms

Discuss/debate the following questions• Is it wrong to tell a fat person to lose

weight? http://www.youtube.com/watch?v=fP2Msa3jvt0

• Should the federal government control 100% of the health care funding?

• Should private health insurance be compulsory for all Australians?

Alternative/Complimentary Health Care Approaches

Laughter Therapy

• Benefits of Laughter Therapy Laughter therapy has many benefits for individuals including, reducing stress and depression, relaxing muscles, improve respiration and circulation, encourage sleep, improve confidence and self-esteem, helps to strengthen the immune system, improve wellbeing, promote social behaviour, raise antibody levels and many more..

Activitiy 1 – Focus Question 1 Jeopardy Board Game: Interactive game board in which the class will be split into groups. At random a group will pick a question and each group is to answer the question in a time frame. Once the time frame is finished, each group must provide their answer and based on the answer given, points will be allocated according to the most correct answer. Each group will be given points e.g. most correct = 100 points, next most correct = 50 points and so on.

Ho w we appr o ached t he FQ

Six d if f erent gro ups exper iencing healt h in equi t ies.

I n equi ty: un j ust impact of social , eco no mic a nd cultural f actors such a s inco m e, ed ucat io n,

ava i l abi l i ty of t ranspor t and access to healt h ser vices.

SI X DI FFERENT G ROUPS:

Activitiy 2 – Focus Question 1 The Price is Right: „Come on Down‟ Staying in the same groups, individuals names will be called at random (4 students at a time). They will be given a task and a time frame to complete the task in. Some examples of the tasks are: matching statistics in relation to gender, ordering of health priority areas and mix‟n‟match the health priority to the cause. Activities Outline – Focus Question 2

1. Introduction (2 mins) - Introduce the group members and focus question two. A brief outline of the activities as well as aims and outcomes of the session. Power point slides with teacher notes will be shown for the duration of the session.

2. Activity 1 – Video (5 mins) – Each group experiencing health in equities will be interviewed with main points for each group explained in depth. Students are to take note of the main points from the video. Once video is complete, the power point slides will be put back up for the students to view.

3. Activity 2 (18 mins) - As each student enters the lecture theatre there will be a note under their seat. This note relates to which group they will be participating in. This activity requires students to be in a „group experiencing health in equities‟. Each group presenter is representing a group and will lead their particular activity.

4. Conclusion (3 mins)- One student from each group will be required to present their groups information to show what they have learnt throughout the session.

Activity 1 – Focus Question 3 Can of Worms

1. Class will be given a colour piece of paper, green for yes and red for no. 2. Ask questions to class; get students to respond using the paper. Teacher discuss

question, ask opinions for class. Then move onto the next question and link questions. Activity 2 – Focus Question 3 Laughter Therapy

1. Introduce topic a. Link to alternative and complementary health services b. Proceed with background knowledge prior to doing brief Laughing Therapy activity

2. Go through slides dot points and elaborate on key aspects a. Trends and benefits of health service

3. Activity a. Tell joke to set up activity b. Try laugh loud for 5 seconds, how do u feel c. Finish with video and laugh

Teachers Notes Focus Question 1 Slide 1: Good evening everyone. As a group we will be providing you with information regarding HSC core 1: Health Priority Areas in Australia. Our group will specifically be concentrating on focus question 1: How are priority issues for Australia‟s health identified? The National Health Priority Areas initiative was Australia's response to the World Health Organisation's global strategy „Health for All by the year 2000 ‟ and its subsequent revision. There are currently 8 Health priority areas which are in place, however in 1996 the initial set of NHPAs included cardiovascular health, cancer control, injury prevention and control and mental health. Diabetes mellitus was added in 1997, followed by asthma in 1999, arthritis and musculoskeletal conditions in 2002 and obesity in 2008.

Epidemiology is the study of health-event, health-characteristic, or health-determinant patterns in a society. It is the cornerstone method of public health research, and helps inform policy decisions and evidence based medicine by identifying risk factors for disease and targets for preventative medicine. Epidemiologists are involved in the design of studies, collection and statistical analysis of data, and interpretation and dissemination of results. Major areas of epidemiologic work include outbreak investigation, disease surveillance and screening of medicines, bio-monitoring, and comparisons of treatment effects such as in clinical trials. Slide 2: Epidemiology uses four measures to determine Australia‟s health status. These four measures are life expectancy, morbidity, mortality and infant mortality. Life expectancy is an indication of how long a person can expect to live, depending on the age they have already reached. Technically, it is the number of years of life remaining to a person at a particular age if death rates do not change. The most commonly used example is life expectancy at birth. Morbidity refers to ill health in an individual and to levels of ill health in a population or group. Mortality refers to the number of deaths among a population. Infant mortality rate is the number of deaths among children aged less than 1 year in a given period, per 1,000 live births in the same period. Slide 3: Social Justice Principles Social Justice is a value that favours measures that aim at decreasing or eliminating inequity; promoting inclusiveness and diversity; and establishing environments that are supportive of all. Participation - in planning and making decisions about community health Equity - fair allocation of resources and entitlements without discrimination Access - the ability to use a range of health services Rights - equal opportunity to achieve optimal health Priority population groups Priority population groups are groups who have higher rates of morbidity and mortality rates of particular conditions. These include Aboriginal and Torres Straight Islanders who have higher rates of CVD, Cancer and Diabetes and a much lower life expectancy than other Australians. Prevalence of the condition Prevalence refers to the number of current cases of a disease or condition. Epidemiological data can be used to determine what diseases and conditions are most prevalent, which are improving or declining and can be used to determine funding priorities. Potential for change The potential for change is considered when determining priority areas. By allocating resources to focus on a particular disease there needs to be the potential to minimise the extent of that illness. Eg: for cancer if we can get people to stop smoking we can have a big impact on the extent of cancer. This therefore has potential for change. Costs to Individuals & community The cost to the individual refers to the physical (pain, discomfort, immobilisation), social (loss of social contact, increased dependence on others, loss of confidence), emotional (stress, depression, mental anguish) and spiritual cost (loss of meaning in life). Slide 4: The are many reason why we need to prioritise health issues. Can you come up with a few examples? (1 minute) These four example that have be chosen show that there are many components that need to be considered before making a decision on the final outcome. Each health issue needs to be addressed, but the most prevalent issues need to be ranked so that the necessary funds, research and resources can be allocated to combat the health priority issue.

This is why an epidemiologist is important, as they are the ones who gather the data and make recommendations on the variety of issues and the ones that need focus put on them. Focus Question 2 Person 1: Our focus question is „What are the priority issues for improving Australia‟s health?‟ and we have focused on groups experiencing health inequities which includes; Aboriginal and Torres Strait Islander peoples, socioeconomically disadvantaged people, people in rural and remote areas, overseas-born people, the elderly and people with disabilities. Person 2: The first activity we will be doing with you today is a video relating to the groups experiencing health inequities. While you‟re watching the video you need to write down some key points from each group experiencing inequities. These notes will help you in the following activities so make sure you pay attention! Also, we are the people featuring in the video so we hope we do not offend anyone. Person 3: Ok you‟ve all been given a worksheet (a fill in the gaps worksheet related to the interview questions) and using the information from the video we are going to have a game of BINGO, keeping in theme with the games from the previous group. So when I say go, you are to fill in the worksheet as quickly and correctly as you can and call out BINGO as soon as you think you are done. Someone will come to check your answers and see if you are the winner. Ready, set, GO! Person 4: This activity requires you to come up with a strategy to decrease the health inequities experienced by the group you are in. Students should be looking at the nature and extent of the health inequities, the sociocultural, socioeconomic and environmental determinants and the roles of individuals, communities and governments in addressing the health inequities. („Teachers‟ will have this information on a fact sheet to help guide the students but students are also supposed to use their own notes from the video) Person 5: Under your seats will be a piece of paper which will have one of the groups experiencing health inequities, this is the group you are in. (Direct students to designated areas and in the individual groups the activity will be explained). Person 6: Can one person from each group come out the front? (Each group then presents their strategy to the class and explains what their strategy is, how it works and why they chose it). The conclusion to this activity encourages students to show understanding of what they have learnt throughout the lesson. Thanks for your attention and participation today guys. Hope you enjoyed our session. Focus Question 3 Activity One – Can of Worm:

The activity simulates a stimulating discussion; as if it were from the channel ten show, “Can Of Worms”. The activity forms the vehicle in the delivery of the HSC core one topic „What role do health care facilities and services play in achieving better health for all Australians‟, from the PD/H/PE syllabus.

The Role play exercise; particularly concentrates on the development of the „Health care in Australia‟, this is accomplished through a series of dialogue exchanges between two individuals. The structured dialogue; intricately contains the essential student learn about content, and capitalises on the syntheses and evaluation of the Australian health care system content via oracy.

The dialogue is structured in a manner that it unfolds two dominant questions; them being should the federal government control 100% of the health care funding? And should private health insurance be compulsory for all Australians?

The pedagogical activity may also contain some close passage activities, or summarising protocol, where students apply the oracy delivered content. For example; feel in the blanks, feel in a table, summary of points. Another pedagogy that could be applied; would be the division of the class into two half‟s, accompanied by a debate to each of the questions highlighted earlier.

Activity Two – Laughter Therapy:

1. Laughter has been linked to positive benefits for health. (McGuire, 2006; Ziegler, 1995)

2. Greater longevity (Rotton, 2002) 3. Reduces physical pain (Dantzer & Mormede, 1995; O'Leary, 1990) 4. Boosts immune system (Hubert & de Jong, 2004; Meyer, 1991) 5. Reduces Blood Pressure (Valdimarsdottir & Bovbjerg, 2007) 6. Reduces stress and stress-related health issues (Carver, Sheier, & Wein-

traub, 2009; Cohen & Edwards, 1998) 7. Emotional and social benefits linked to a good sense of humour (Bell et al,

2001) Videos: http://www.youtube.com/watch?v=s0eAsOMpyrU http://www.youtube.com/watch?v=le-BoDs-Yt8 Details of all learning and teaching activities used in presentation: Activity One – Can of Worms:

Class will be given a colour piece of paper, green for yes and red for no.

Ask questions to class; get students to respond using the paper. Teacher discuss question, ask opinions for class. Then move onto the next question and link questions.

Activity Two – Laughter Therapy:

1. Introduce topic Link to alternative and complementary health services Proceed with background knowledge prior to doing brief Laughing Therapy activity

2. Go through slides dot points and elaborate on key aspects

Trends and benefits of health service

3. Activity Tell joke to set up activity Try laugh loud for 5 seconds, how do u feel Finish with video and laugh