92575 Indigenous Health and Wellbeing
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): 48 credit points of completed study in spk(s): C10360 Bachelor of Public Health
Description
This subject introduces students to the foundations of Indigenous health and wellbeing, with a focus on contemporary Aboriginal and Torres Strait Islander people's perspectives. Students examine cultural, historical, structural and social determinants of Indigenous wellbeing. Students also engage in experiential learning with Aboriginal and Torres Strait Islander community members to build knowledge and develop skills for strengths-based communication for Indigenous health and wellbeing advocacy. The knowledge and skills learned form the foundations for developing graduate cultural capabilities that support culturally safe and respectful practice for Aboriginal and Torres Strait Islander communities.
Subject learning objectives (SLOs)
| A. | Describe the health of Aboriginal and Torres Strait Islander Australians pre-colonisation; identify key events since colonisation and assess the impact on contemporary health of Aboriginal and Torres Strait Islander peoples. |
|---|---|
| B. | Apply reflective practice skills to understand Aboriginal and Torres Strait Islander people’s perspective of Indigenous health and wellbeing. |
| C. | Describe the key concept of strengths-based knowledge and communication and explain the role this practice plays in supporting Aboriginal and Torres Strait Islander people’s health and wellbeing. |
| D. | Explain the important role of relationships with Aboriginal and Torres Strait Islander health professionals, organisations and communities. |
| E. | Apply partnership and strengths based communication principles to advocate for Aboriginal and Torres Strait Islander health and wellbeing. |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Use an assets-based approach to engender effective communication, collaboration and leadership (3.0)
- Identify and use culturally sensitive and appropriate communication techniques aimed at improving health in diverse populations (3.1)
- Reflects on the ethical implications for public health research and practice (4.1)
- Demonstrate professional competency which contributes to the health and wellbeing of Indigenous Australians, inclusive of physical, emotional and spiritual wellness (6.0)
- Demonstrates an understanding of factors shaping own cultural standpoints including values, perspectives, attitudes, assumptions, beliefs, behaviours regarding Indigenous Australians and their health (6.1)
- Critically reflect upon the ongoing impact of colonisation and its pervasive discourse on Indigenous Australians and their health and wellbeing (6.2)
- Recognise the resilience, knowledge and diversity in Indigenous communities and integrate this knowledge into practice (6.3)
Teaching and learning strategies
This subject is delivered using a variety of teaching and learning strategies which emphasise active, collaborative engagement, reflective practice and application of knowledge and skills for development of the student’s understanding of Aboriginal and Torres Strait Islander people’s health and wellbeing. Understanding and critical thinking skills will be developed using a range of activities, including:
- Online pre-class and topic learning
- In class collaborative group work
- Experiential learning and community engagement activities
- Reflective practice
- Adaptive, real-time feedback sessions
Content (topics)
- Introduction to the Respect, Engagement and Sharing and Moving Forward (REM) framework
- Historical context
- History of Aboriginal and Torres Strait Islander peoples and the post-colonial experience
- Impact of ongoing colonisation and its perverse discourse on Indigenous Australians and their health and wellbeing
- Social justice and United Nations Declaration of the Rights of Indigenous Peoples
- Determinants of Aboriginal and Torres Strait Islander Health
- Aboriginal and Torres Strait Islander perspectives on Indigenous health and wellbeing
- Cultural and historical, structural and social determinants of health and wellbeing
- Strengths based practice principles, knowledge and communication
- Partnerships with Aboriginal and Torres Strait Islander health professionals, organisations and communities
- Advocacy and Reconciliation
- Developing cultural competence
Assessment
Assessment task 1: Online Quiz
| Intent: | The purpose of this activity is to demonstrate knowledge of the UTS Respect, Engagement and Sharing and Moving Forward (REM) framework and the history of Aboriginal and Torres Strait Islander peoples and the post-colonial experience. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A and C This assessment task contributes to the development of graduate attribute(s): 6.0 |
| Type: | Quiz/test |
| Groupwork: | Individual |
| Weight: | 10% |
| Length: | 45 minutes to answer 15 multiple choice questions. |
Assessment task 2: Group presentation and essay
| Intent: | The purpose of the essay is to demonstrate an understanding of the key concepts of strengths-based practice and explain the role this practice plays in supporting Aboriginal and Torres Strait Islander health and wellbeing. |
|---|---|
| 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): 3.0, 4.1, 6.0 and 6.1 |
| Type: | Essay |
| Groupwork: | Group, individually assessed |
| Weight: | 45% |
| Length: | 1,500 (+/- 10%) words plus references. |
Assessment task 3: Alternative Reality Game (ARG)
| Intent: | Students will demonstrate community engagement and strengths-based communication skills to develop an alternative reality game (ARG) to promote reconciliation for Aboriginal and Torres Strait Islander health and wellbeing. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): B, C and E This assessment task contributes to the development of graduate attribute(s): 3.0, 3.1, 6.2 and 6.3 |
| Type: | Project |
| Groupwork: | Group, individually assessed |
| Weight: | 45% |
| Length: | 1,500 (+/- 10%) word written ARG design document. |
Minimum requirements
A total grade of 50% or higher is required to pass this subject.
Required texts
Library links to required readings are provided on the Subject SIte in UTSOnline.
Recommended texts
Library links to recommended readings are provided on the Subject SIte in UTSOnline.
Other resources
UTS Student Centre
Building 10
Monday to Friday: 9am - 5pm
Tel: 1300 ASK UTS (1300 275 887)
Details for student centres: www.uts.edu.au/current-students/contacts/general-contacts
For other resources/ information refer to the Faculty of Health website (www.uts.edu.au/about/faculty-health) and UTSOnline at: https://online.uts.edu.au/webapps/login/
UTS Library
The Library has a wide range of resources, facilities and services to support you including textbooks, subject readings, health literature databases, workshops and bookable study rooms. There is also a team of librarians to help you with your questions available via online chat, phone and in person. W: lib.uts.edu.au, Facebook: utslibrary, Twitter: @utslibrary Tel: (02) 9514 3666.
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.
Please see www.uts.edu.au for additional information on other resources provided to students by UTS.