92470 Introduction to Specialty Practice: Aboriginal Community Engagement
Warning: The information on this page is indicative. The subject outline for a
particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Subject level:
Undergraduate
Result type: Grade and marksRequisite(s): (92438 Medical Surgical Nursing OR 92450 Medical Surgical Nursing (Graduate Entry) OR 92024 Medical Surgical Nursing (Graduate Entry) OR 92322 Medical Surgical Nursing OR 92454 Medical Surgical Nursing)) OR ((93211 Clinical Practice 2B OR 93225 Clinical Practice 2B) AND (93207 Foundations of Nursing Practice 2A OR 93200 Foundations of Nursing Practice 2A) AND (93224 Foundations of Nursing Practice 2B OR 93210 Foundations of Nursing Practice 2B) AND (93214c Foundations of Nursing Practice 3A OR 93228c Foundations of Nursing Practice 3A)
The lower case 'c' after the subject code indicates that the subject is a corequisite. See definitions for details.
Note
92470 ISP: Aboriginal Community Engagement not offered in 2024
Description
Nurses have a major role to play in improving the health of Indigenous people. To be effective however, nurses require both clinical skills and cultural respect. Building on cultural skills developed throughout the program, this subject intends to grow undergraduate nurses' cultural respect, academic and clinical skills. Modelled on the Faculty's Indigenous Framework of 'respect, engagement and sharing, and moving forward together' (REM), student nurses demonstrate respect for the Aboriginal community through respectful engagement and listening and learning about Aboriginal culture. Engagement and sharing is demonstrated through students learning from community members entering the institution or appearing on podcasts to share knowledge, and undertaking field trips in the community to learn from Indigenous people. Students also initiate social media connections with Indigenous people and organisations. Moving forward involves students reflecting on their legacy as health professionals.
Subject learning objectives (SLOs)
| A. | Demonstrate respect for Aboriginal and Torres Strait Islander Peoples and their worldview and knowledge systems |
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| B. | Identify different forms of racism and prevailing stereotypes about Aboriginal and Torres Strait Islanders in Australia and how they impact equitable health service access and health outcomes for Aboriginal and Torres Strait Islander peoples |
| C. | Demonstrate cultural humility, culturally capable communication and the capacity to develop collaborative relationships with both the interprofessional team and Aboriginal clients |
| D. | Appraise their own practice and design professional strategies to enable life-long learning and the continued refinement of cultural capabilities |
| E. | Communicate respectfully in writing, and research and reference at a standard expected of a third year university undergraduate |
| F. | Demonstrate respect for Aboriginal and Torres Strait Islander Peoples and their worldview and knowledge systems |
| G. | Identify different forms of racism and prevailing stereotypes about Aboriginal and Torres Strait Islanders in Australia and how they impact equitable health service access and health outcomes for Aboriginal and Torres Strait Islander peoples |
| H. | Demonstrate cultural humility, culturally capable communication and the capacity to develop collaborative relationships with both the interprofessional team and Aboriginal clients |
Teaching and learning strategies
Each 6-unit subject requires at least 140 hours of work (including face-to-face and self-directed learning activities) to successfully complete academic requirements.
In this subject, students will participate in a range of teaching and learning strategies that are designed to encourage you to engage with nursing care of adults in Aboriginal health settings.
Lectures
Online lectures are provided to enable students to clarify, discuss and develop subject concepts.
Clinical skills, collaboration, communication and simulation
Students participate in clinical laboratory sessions that focus on integration of key concepts and skills. In these sessions, students are introduced to a range of nursing skills, including assessment and interventions and simulation activities. Simulation activities are practical learning experiences designed to give students exposure to a range of scenarios that may be encountered in practice. Activities include the use of audio-visual aids and clinical equipment set-ups with mannequins, teaching staff or students as simulated patients/consumers. Students learn and practice clinical and interpersonal skills in groups with case scenarios in the laboratories. These practice scenarios incorporate the development of professional communication skills including professional and therapeutic communication required for nursing practice. Students are provided feedback and with the opportunity to collaborate and develop skills to work effectively as a team member.
Patient stories and clinical case scenarios
Cases are used to help students explore health related scenarios. Cases depict patients/consumers and their families in mental health settings. Students use these scenarios to learn concepts, interpret information, form clinical judgements and develop creative solutions. Critical thinking is developed through analysis, interpretation of and reflection on issues or situations
Content (topics)
Content in this subject is focused upon the practical aspects of working with Indigenous people rather than theoretical. All class activities will be aimed at preparing students with the necessary attitudes and skill sets to engage respectfully with Indigenous people. Students will be prepared for a different style of clinical experience than they have experienced in mainstream organisations, with a need to be less formal and more open and display a willingness to learn about culture and people. Engaging with Indigenous people and organisations via social media will broaden students’ understanding of self-determination and the initiatives undertaken by communities and Indigenous organisations to improve Indigenous health. This subject will be relational rather than didactic and will necessitate students listening and reflecting on Indigenous people’s stories, reflecting upon their own values and beliefs and considering how they themselves might contribute to improving health services for Indigenous Australians through advocacy and legacy.
Assessment
Assessment task 1: Synopsis and PowerPoint presentation
| Intent: | Students will complete a synopsis and develop a presentation on a health promotion activity relevant to the learning objectives of this subject. |
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| Weight: | 60% |
Assessment task 2: Online module
| Intent: | Students will complete an online module and answer a series of questions to demonstrate their understanding of the content and ability to apply this knowledge to clinical case scenarios and patient stories. |
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| Weight: | 40% |
Required texts
All readings will be available via links from within UTSOnline. The required prelearning activities for this subject will be advised on UTSOnline prior to any on campus lectures and tutorials. Please complete the set prelearning activities prior to the tutorial class in the week required.
NB: It is essential that students complete all required prelearning activities. The required prelearning activities will be considered assumed knowledge for tutorial classes and the examination.
Recommended texts
Best, O. & Frederiks, B. (eds). (2014). Yatdjuligin: Aboriginal and Torres Start Islander Nursing and Midwifery Care, Cambridge University press, Melbourne.
References
Australian Institute of Health and Welfare 2013, Indigenous Australians, viewed 23 October, 2014, <http://www.aihw.gov.au/indigenous-australians/>.
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 capasbilities in entry to practice health graduates: A review of the literature, <https://www.hwa.gov.au/resources/publications>.
Nursing and Midwifery Board of Australia (2006), National competency standards for the registered nurse, viewed 10th October 2014, http://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Codes-Guidelines.aspx#competencystandards
Sherwood, J. (2013). 'Colonisation - it's bad for your health: The context of Aboriginal health', Contemporary Nurse, vol. 46, no. 1, pp. 28-40.
Siggins Miller Consultants. (2012). Promoting quality in clinical placementd: Literature review and national stakeholder consultation. Health Workforce Australia, Adelaide.
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.
Taylor, K. & Guerin, P. (2010). Health Care and Indiegnous Australians: Cultural safety in practice, 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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