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VARIATIONS IN HEALTH WITHIN AUSTRALIA. Key Skills and Knowledge KEY KNOWLEDGE  1.3Variations in the health status of population groups in Australia,

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Presentation on theme: "VARIATIONS IN HEALTH WITHIN AUSTRALIA. Key Skills and Knowledge KEY KNOWLEDGE  1.3Variations in the health status of population groups in Australia,"— Presentation transcript:

1 VARIATIONS IN HEALTH WITHIN AUSTRALIA

2 Key Skills and Knowledge KEY KNOWLEDGE  1.3Variations in the health status of population groups in Australia, including males and females, higher and lower socioeconomic status groups, rural and remote populations and Indigenous populations KEY SKILLS  Use and interpret data to compare the health status of selected population groups in Australia.  Use the determinants of health to explain differences in the health status of Australians and between population groups.

3 Why is this important?  There are various population groups within Australia who do not experience the same level of health as the rest of the population.  Understanding the health status of these groups enables government and non-government organisations to allocate resources to those areas that require improvement.  Determinants of health can be used to provide an insight into why there is variation in the health status among various population groups in Australia.

4 Population Groups  Even though Australia experiences a higher than average health status – within Australia some groups don’t.  These include:  Indigenous people  Males  People of low socioeconomic status (SES)  Rural and remote populations

5 Chalk and No Talk Activity  You are going to have a silent discussion at your table about one of the population groups.  You can write only – NO TALKING  Discuss: Why does your populations group experience a lower than average health status compare to the rest of Australia's population?

6 Indigenous Australians Variations in health status reported by the ABS and AIHW (2010) include:  life expectancy that is about 11 years less than the rest of the population  infant mortality rates are almost two times higher than the rest of the population  burden of disease rates about two and a half times that of the non-Indigenous population  high or very high levels of psychological distress experienced at twice the rate of the non-Indigenous population

7 Indigenous Australians  rates of diabetes and high glucose levels three and a half times higher in the Indigenous population compared to the rest of the population  a rate of chronic kidney disease (also referred to as CKD; it is the long-term loss of kidney function) 10 times higher than the rest of the population  death from injury at three times the rate experienced by the non-Indigenous population  dental decay at twice the rate experienced by the non- Indigenous population.

8 Males Vs. Females  Although the life expectancy for males has been steadily increasing, they are still more likely to die at every lifespan stage.  A male baby born in 2012 is expected to have a lifespan about five years shorter than a female baby born at the same time.

9 Males Vs. Females According to the Australian Bureau of Statistics, males:  have higher rates of injury than females. The male death rate from injury is about twice the female death rate from injury.  have higher rates of deaths due to suicide, road trauma and violence  suffer higher rates of cancer. By age 75, one in three males and one in four females will have been diagnosed with some form of cancer.  have higher rates of diabetes. Males also have higher rates of cardiovascular disease (CVD).

10 Low Socioeconomic Status  People in the highest socioeconomic status (SES) groups tend to have more choices and resources available to them and therefore enjoy better health outcomes.  People with the lowest socioeconomic status are at the other end of the spectrum. Health and wellbeing tend to improve for each step taken towards the highest socioeconomic status level

11 Low Socioeconomic Status People living in lower socioeconomic status groups have:  lower life expectancy (life expectancy is around three years lower for the most disadvantaged groups)  higher infant mortality rates  higher rates of disability  higher mortality rates from cardiovascular disease, lung cancer, type 2 diabetes, respiratory diseases and injuries  more preventable deaths

12 Low Socioeconomic Status Low socioeconomic status groups also experience higher rates of morbidity relating to a range of conditions specifically:  higher rates of cardiovascular disease  twice the rate of type 2 diabetes  higher rates of mental and behavioural problems.

13 Rural and Remote Communities  Factors influenced by the remoteness in which some people live, such as access to services and social isolation, many people in rural and remote areas also experience challenges from the natural environment such as drought, bushfires and floods.  Many people who live in rural and remote areas are of Indigenous background (26 per cent of those in remote areas are Indigenous) and are also more likely to be of lower socioeconomic status.  This means that many of the health concerns for Indigenous and low socioeconomic status are carried over to the rural and remote population.

14 Rural and Remote Communities Rural and remote populations experience the following health differences when compared to their urban counterparts:  lower life expectancy (life expectancy decreases as the level of remoteness increases: one to two years less for rural areas and up to seven years less for remote areas)  higher mortality rates  higher rates of preventable cancers (lung and melanoma and detectable cancers, such as cervical cancer)  higher death rates from cardiovascular disease  higher rates of coronary heart disease  higher rates of avoidable deaths  higher rates of diabetes  higher rates of dental decay.

15 Stations Activity  There are 4 stations set up around the room representing each of the population groups.  Fill in the handout (HOMEEC) using the information you discover at each station.  Complete the activities at each station and collect any handouts/case studies etc.


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