PUBH6003 Health Systems And Economics Assignment Help

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ASSESSMENT BRIEF

Subject Code and Title

PUBH6003: Health systems and Economics

Assessment

Assessment 3: Discussion Forum

Individual/Group

Individual

Length

1,000 words (+/- 10%)

Learning Outcomes

This assessment addresses the following learning outcomes:

·         Apply systems thinking and an intersectoral approach to public health issues.

·         Understand the core competencies of public health workers, and how public health competencies can be fostered

·         Understand the rationale for and development of universal health coverage

·         Analyse public health expenditure estimation strategies

·         Understand the role of government regulation of the healthcare sector

·         Analyse the demand for and supply of health services, factors that influence these, and equity issues in resource allocation

·         Understand basic principles of health economic analysis and how it can be used to further public health goals

Submission

Part A Due week 6 on Sunday at 11:55pm AEST/AEDT* Part B Due week 12 on Sunday at 11:55pm AEST/AEDT*

Weighting

10%

Total Marks

100 marks


*Please Note
: This time is Sydney time (AEST or AEDT). Please convert to your own time zone (e.g. Adelaide = 11:25pm)

Context:

This assessment is aimed at developing student’s ability to reflect on their learning and discuss content and share ideas in a professional online environment. The assessment will develop cognitive and critical thinking skills essential for a career in public health.

By prescribing this assessment, students will develop their academic writing, researching and referencing skills as well as their ability to effectively summarise information. This assessment allows students to broaden their own understanding of each topic through engaging in academic discourse, while developing their skills to engage in formal discussions with their peers.

Instructions:

Part A: covering modules 1 to 3 (due before week 6) Part B: covering modules 4 to 6 (due before week 12)

Step 1: In the Assessment 3 Discussion Forum, post a comment in regard to ONE discussion topic related to EACH module (Refer to module discussion topics on page 3 of this assessment brief)

Step 2: Post on at least one other discussion forum post. It is important to note that posting once does not constitute a discussion, and students are to return to the discussion forum to further engage with other students' posts.

Interact in the Discussion Forum by commenting, debating, and adding to the Discussion Forum posts of your fellow students. It is expected that you will add at least one post to one of your fellow student’s posts. Academic debate and discussion must always be conducted with care and respect. Points to consider:

This discussion relates to content delivered in Modules 1, 2, 3, 4, 5 and 6.1.

Students must demonstrate accurate referencing technique according to APA 6th edition. Suggested word count: 1000 words (+/- 10%) 

To complete this task, students are encouraged to:

·         complete the weekly learning content.

·         seek out further research materials on this topic from authoritative text books, peer reviewed journals, and academic online sources.

·         do a spelling and grammar check and proof read your work to ensure ideas are clear and flow logically. Great ideas can get lost in sentences that are difficult to understand.

Referencing requirements:

When making links to relevant additional materials, it is important that the correct APA referencing style is being used. This is an area where students can show that they have been using a wide range of resources.

Module Discussion Topics: 

Module 1: Discussion Topic 1: Health systems

·         Based on your experience or recent issues in the news, what are some current problems with the Australian health system? How do these relate to the key concepts in the readings, such as the key building blocks of a health system?

Discussion Topic 2: Challenges to a systems thinking approach

·         Choose a particular health issue. How might a systems thinking approach be applied to better address this issue? What are the challenges for action on systems thinking in this instance?

Module 2: Discussion Topic 1: Core Competencies in Public Health

·         In your basic professional training, how well were you prepared for the core competencies of public health as identified in the readings? Can you suggest improvements in education within your profession?

Discussion Topic 2: The Brain Drain

·         According to Serour (2009), LIC health workers trained with public resources have the right to migrate but also have obligations to their countries. What actions does or could your country undertake to address problems related to brain drain in LICs? Is regulation in this instance effective?

Module 3: Discussion Topic 1: Maintaining universal health coverage

·         Do you perceive barriers to countries like Australia and the UK in being able to maintain universal health coverage? What kinds of barriers are we facing?

Discussion Topic 2: Universal health coverage: limitations

·         Consider the academic articles, the WHO World Health Report on health systems and financing, and recent debates on universal health care, free health care and health outcomes.

·         Universal health coverage is an international goal. What needs to happen to achieve universal health coverage in developing countries?

Module 4: Discussion Topic 1: Estimating Expenditures

·         How does the country in which you live estimate various expenditures on public health programs and initiatives?

·         What factors might cause the actual costs to be higher, lower or the same as the estimated costs

Discussion Topic 2: Economic levers and Health Promotion

·         How do economic tools such as price subsidisation and commodity taxation affect expenditures on public health programs and initiatives?

·         Shiell et al. (2013) list "best buys" in Table 2 (p. 167). What implications do they have for the public health system in your country?

Module 5: Discussion Topic 1: Demand and Supply

·         What challenges might public health professionals face in managing demand for public health services and programs? Consider why demand management might not always be the best solution.

·         How might public health professionals use economics to analyse a market to determine which types of public health services and programs consumers most need?

Discussion Topic 2: Access, Equity and Citizen’s Juries

·         How can citizens juries be employed to consider priorities and funding for public health? When are they most effective and most appropriately used?

·         What is the relationship between health literacy and use of health services? Consider the demand/supply health service implications for a more health literature population.

Module 6: Discussion Topic 1: Impact of Economic Analysis on Public Health Research

·         How might public health professionals conduct economic analyses to address the needs of a current public health issue in their community?

·         How might the data gathered from these economic analyses impact the research, policy, and practice of public health for the community at large? 

Submission Instructions:

Submit your Discussion Post via the link in the Assessment 3 Discussion Forum. A rubric will be attached to the Assessment Brief. The Learning Facilitator will provide feedback via the Grade Centre in Blackboard. Feedback can be viewed in My Grades

Marking Rubric:

Assessment Attributes

Fail (Unacceptable) 0-49%

Pass (Functional) 50-64%

Credit (Proficient) 65-74%

Distinction (Advanced) 75-84%

High Distinction (Exceptional)

85-100%

Knowledge & Understanding 40%

Limited understanding of the topic. Key areas have not been addressed.

Demonstrates knowledge of the assigned topic, and is able to summarise information, which highlights a basic understanding of the content.

Thorough understanding of the topic, and demonstrates a capacity to explain and apply relevant concepts. All key areas have been addressed

Highly developed understanding of the topic. Has addressed all key areas of the assessment in detail and demonstrated a capacity to clearly explain all relevant concepts.

A sophisticated understanding of the topic. Has addressed all of the key concepts in detail and demonstrated a capacity to add insight and further understanding to the

concepts explored.

Content & Reasoning 40%

Ideas are limited, and it is difficult to distinguish main ideas from supporting detail. Others ideas are accepted without much thought. Opinions may be stated as facts.

Is generally able to distinguish fact from opinion, comments may be repetitive, and is positional with limited supporting evidence or explanation.

Student can distinguish fact from opinion and is able to contribute to discussion with ideas and evidence which continues the momentum of discussion forum. Position is clear and mostly supported with evidence.

Student understands the significant ideas relevant to the issue being discussed, and is able to distinguish fact from opinion, elaborating on statements with specific evidence to support explanations. Position is

clear and can use analogy effectively.

Student can distinguish fact from opinion and elaborates on statements with accurate, specific explanations and evidence. The student can recognise contradictions and irrelevant comments.

Position is purposeful and without bias.

Interaction with others 10%

Can often make irrelevant or distracting comments, language can suggest bias towards others and there is little attempt at collaborative thinking.

Little to no interaction.

Discussion is attended to but little new knowledge or ideas are contributed. Although involved in the discussion, there is little attempt to involve others

Discussion is constructive, and new ideas are brought forward for consideration. Consistent attempts are made to engage others in continuous dialogue.

Replies to others are responsive to the statements being made and indicate that the student has understood and considered the information.

Dialogue is initiated and sustained with thoughtful and reflective comments and questions. Others statements are acknowledged and used to develop discussion. Any

disagreement of ideas is approached respectfully.

Referencing & Citation 10%

Has not used references or uses poor quality references to support ideas.

APA referencing has multiple errors or has not been used consistently.

Demonstrates use of research sources to support and develop ideas, although these are not consistently explicit or well developed.

There are some mistakes using APA referencing style.

Demonstrates consistent use of good quality, credible and relevant research sources to support and develop ideas There are minor mistakes using APA referencing style.

Consistently demonstrates expert use of high quality, credible and relevant sources to support writing. Demonstrates evidence of reading beyond the key texts.

There are no mistakes or very minor mistakes using APA referencing style.

Demonstrates expert use of diverse, high quality, credible and relevant sources, which develop and support ideas in a sophisticated manner.

Extensive evidence of reading beyond key texts. There are no mistakes using APA referencing

style.

 

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