92465 Contemporary Indigenous Health and Wellbeing
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Credit points: 6 cp
Subject level:
Undergraduate
Result type: Grade and marksRequisite(s): 92463 Communication and Diversity
There are course requisites for this subject. See access conditions.
Description
Nurses have a major role to play in improving the health of Australian Indigenous people. To be effective however, nurses require both clinical skills and cultural respect. This subject focuses on improving students' knowledge of Indigenous people in order to foster respect and understanding. Exploring their own attitudes, beliefs and understandings contributes to students being able to deliver evidence-based care in a culturally respectful way. This subject emphasises exploring Indigenous perspectives of Australian history and the ongoing effects of colonisation for Indigenous people nationally and internationally; intergenerational loss and trauma; acknowledging Indigenous people as experts in their own health; comprehending the social and cultural implications of engaging with the health care system for Indigenous people; and fostering humility in safe, appreciative, collaborative spaces.
Subject learning objectives (SLOs)
| A. | Discuss how colonisation has influenced and impacted upon Indigenous people both in Australia and internationally (RN Standards for Practice 1). |
|---|---|
| B. | Examine and apply the concept of cultural respect to enable appropriate healthcare for Indigenous peoples health care now and into the future (RN Standards for Practice 2 and 4). |
| C. | Appreciate the meaning of health and illness for Indigenous people including developing respect for alternative spiritual beliefs and health practices (RN Standards for Practice 1 and 2). |
| D. | Discuss the legal, ethical, social and cultural issues that arise in the nursing care of Indigenous peoples’ across the life span (RN Standards for Practice 1 and 2). |
| E. | Describe and critically reflect on the roles of Indigenous health workers and Aboriginal Liaison Officers in the context of the wider health care system (RN Standards for Practice 3). |
| F. | Undertake independent research to locate health statistics of Indigenous people and relate these findings to the ongoing effects of colonisation (RN Standards for Practice 1). |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Embody a professional disposition committed to excellence, equity and sustainability (1.0)
- Engage in person-centred care that is appropriately sensitive to the needs of individuals, families and communities (2.0)
- Practise person-centred, holistic care in which all aspects of the patient's wellbeing are considered (2.1)
- Communicate and collaborate effectively and respectfully with diverse groups (3.0)
- Inquire critically to assess a body of evidence to inform practice (4.0)
- 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)
Teaching and learning strategies
In this subject, you will participate in a range of teaching and learning strategies that are designed to encourage you to engage with the nursing care of Indigenous people. In this subject,
Lectures and Online Learning Materials
This subject benefits from access to online resources including, recorded online lectures and videos. Delivering the lecture material online means that it is available at all hours of the day throughout a teaching session allowing students to access it at a time that suits them as well as being able to revise material when necessary. The use of recorded lectures allows authentic Indigenous voices and stories to be shared with students. Also, students can alter the pace of delivery, allowing for pauses for reflection or independent research.
Yarning Circles
Tutorials are referred to as Yarning circles. Attendance at the yarning circles is critical to your learning. As such you are expected to both attend and actively participate in all yarning circles.Yarning circles give students the opportunity to consolidate their knowledge and understandings of the material delivered in the online lectures and engage in collaborative activities to increase understanding and cultural respect. In groups, students will provide summaries of discussions they have had in their groups to the class. Students will receive feedback from peers and yarning circle facilitators.
Teaching and learning strategies incorporate the development of professional communication skills for all students. This involves developing culturally safe communication required to provide safe and respectful nursing care to Indigenous people.
Academic Writing
Demonstrating information literacy and technology skills, students search and synthesise the professional literature to respond to assessment requirements. Students will comply with academic writing practices and use information ethically, legally, and respectfully.
Content (topics)
Content will include: A revision of the concept of cultural safety in the context of professional competencies; Appropriate terminology; Colonisation and its ongoing impact upon the Australian population; Complexity of the Aboriginal and Torres Strait Islander patient experience; Self-reflection on own role in contributing to Indigenous health; Distinct health challenges faced by Aboriginal and Torres Strait Islander peoples; Legal, social and ethical issues affecting contemporary Aboriginal and Torres Strait Islander peoples; Contributing to the cultural safety of mainstream health institutions.
Assessment
Assessment task 1: Brief reflection
| Intent: | This assessment enables an individual reflection on student’s knowledge and/or experience of Aboriginal and Torres Strait Islander People and their culture. |
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| Objective(s): | This assessment task addresses subject learning objective(s): B This assessment task contributes to the development of graduate attribute(s): 1.0 |
| Weight: | 20% |
| Length: | 600 words |
| Criteria: | Comprehensive marking criteria for each assessment are available under Assessments in UTSOnline. |
Assessment task 2: Online Quizzes
| Intent: | To enable students to demonstrate their understanding of content presented in this subject by using their judgement to select the most appropriate response to content questions. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): B, C, D and E This assessment task contributes to the development of graduate attribute(s): 2.0, 3.0 and 6.0 |
| Weight: | 30% |
| Length: | Thirty (30) Questions in 45 minutes for each quiz. A total of Two (2) quizzes. |
Assessment task 3: Analysis and Discussion
| Intent: | To explore the impact of 'Closing the Gap' policy on Aboriginal and Torres Strait Islander People's health outcomes. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, C, D, E and F This assessment task contributes to the development of graduate attribute(s): 1.0, 2.0, 2.1, 4.0, 6.0 and 6.2 |
| Weight: | 50% |
| Length: | 1500 word |
References
Australian Institute of Health and Welfare 2018, Indigenous Australians, viewed 11th July, 2018, https://www.aihw.gov.au/reports-statistics/population-groups/indigenous-australians/overview
Best, O. & Frederiks, B. (eds). (2014). Yatdjuligin: Aboriginal and Torres Start Islander Nursing and Midwifery Care, Cambridge University press, Melbourne.
Couzos, S. & Murray, R. (2008). Aboriginal Primary Health care: An Evidence-based Approach, 3rd edn, Oxford University, South Melbourne.
Dragon, N. & Anderson, K. (2011). Indigenous Health, Australian Nursing Journal, vol. 19, no 2, 24 – 28.
Health Workforce Australia. (2014) Developing Aboriginal and Torres Strait Islander cultural capabilities in entry to practice health graduates: A review of the literature, https://www.hwa.gov.au/resources/publications
Hinkson, M. (2010) Aboriginal Sydney: A guide to important places of the past and present, 2nd edn, Aboriginal Studies Press, Sydney.
Nursing and Midwifery Board of Australia (2016), Registered nurse standards for practice, viewed 5th July 2018, Registered nurse standards for practice
Sherwood, J. (2013). 'Colonisation - it's bad for your health: The context of Aboriginal health', Contemporary Nurse, vol. 46, no. 1, pp. 28-40.
Taylor, K., Kickett, M. & Jones, S. (2014) Aboriginal and Torres Strait Islander Health Curriculum Project: Findings from preliminary consultation process. Undertaken for Health Workforce Australia as part of the Aboriginal and Torres Strait Islander Health Curriculum Framework Project . Adelaide, South Australia.
Taylor, K. & Guerin, P. (2014). Health Care and Indigenous Australians: Cultural safety in practice, (2nd edn), Palgrave Macmillan, Malaysia
Taylor, S., Foster, M. & Fleming, J. (2008). Health Care Practice in Australia: Policy, Context and Innovations, Oxford University Press, South Melbourne.
Other resources
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Improve your academic and English language skills
Marks for all assessment tasks such as assignments and examinations are given not only for what you write but also for how you write. If you would like the opportunity to improve your academic and English language skills, make an appointment with the HELPS (Higher Education Language & Presentation Support) Service in Student Services.
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.
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