92681 Aboriginal and Torres Strait Islander Health: Women and Babies
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 marksThere are course requisites for this subject. See access conditions.
Description
This subject enhances students' understanding and awareness of the issues related to the health of Indigenous people, particularly Australian Aboriginal and Torres Strait Islander people. Students are given the opportunity to explore their own personal and professional beliefs and attitudes in relation to working alongside Aboriginal and Torres Strait Islander women and babies. Students examine the ways that colonialism has impacted, and continues to impact, on the health of Aboriginal and Torres Strait Islander people through cultural, political and socio-economic circumstances. Primary health care initiatives and community development approaches that have been implemented to address the health of Aboriginal and Torres Strait Islander women and babies in Australia as well as Indigenous people in other countries are also examined.
Subject learning objectives (SLOs)
| A. | Explore the history of Aboriginal and Torres Strait Islander peoples to gain an understanding of context and issues in health (NMBA 2.3, 2.4, 2.5, 2.6) |
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| B. | Describe links between colonisation and health and how these have impacted on Indigenous maternal and infant health (NMBA 2.3, 2.4, 2.5, 4.1) |
| C. | Recognises the specific needs of Australian Aboriginal and Torres Strait Islander women and their communities (NMBA 2.1, 2.6) |
| D. | Explore their own personal and professional beliefs and attitudes in relation to working alongside Aboriginal and Torres Strait Islander women and babies (NMBA 1.4) |
| E. | Critically analyse primary health care initiatives and community development approaches that have been implemented to address the health of Indigenous women and babies in Australia and other countries (NMBA 1.5, 2.2, 2.8,4.1, 4.4, 6.1) |
| F. | Recognise the responsibilities of health professionals in the implementation of culturally safe practice (NMBA 2.4,2.5,2.6) |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Practice woman centred care (1.0)
- Are resilient, emotionally competent midwives who foster human flourishing (4.0)
- Demonstrate professional cultural competency which contributes to the health and wellbeing of Indigenous Australians, inclusive of physical, social, emotional and spiritual wellness (7.0)
- Demonstrate respect and value for world view differences and in particular Australian Indigenous ways of knowing, being and doing (7.1)
- Critically reflect upon the impact of ongoing colonisation and its pervasive discourse on Indigenous Australians and their health and wellbeing (7.2)
- Recognise the diversity of Indigenous Australians and integrate this knowledge into practice (7.3)
Teaching and learning strategies
In this subject, students will participate in a range of online and face-to-face teaching and learning strategies that are designed to assist them to develop understanding and awareness of the issues related to the health and wellbeing of Indigenous Mothers, babies and families. Exploration of personal and professional beliefs will assist students in developing cultural competency and respect.
Case studies and stories from practice
Case studies and stories from practice depict people and their families in clinical, community and social situations. Students use these scenarios to learn concepts, interpret information and develop creative solutions. Critical thinking is developed through analysis, interpretation of and reflection on issues or situations.
Online learning activities
Students access online learning resources including podcasts, videos, professional and grey literature prior to and during class. Online resources enable students to clarify complex concepts and terminology, and engage with sensitive or confronting topics at their own pace. These activities are then discussed in class to share learning, experiences and reflections.
Sharing stories
Through the discussion board on Canvas, students will share their discovery of the Aboriginal history and heritage of the place they live or work.
Personal, Professional and Expert Narratives
Students will have the opportunity to listen to, meet and dialogue with Aboriginal guests who will discuss personal and/or professional stories in relation to the subject content and objectives.
Assessment
Assessment task 1: Reflection on your own culture, values and beliefs
| Intent: | The intent of this assessment is to further develop students' reflective skills on how their own culture, values and beliefs impacts on the provision of culturally safe midwifery care. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): D and F This assessment task contributes to the development of graduate attribute(s): 7.0 |
| Type: | Reflection |
| Groupwork: | Individual |
| Weight: | 10% |
| Length: | 500-800 words |
| Criteria: | Comprehensive marking criteria for each assessment are available under Assignments in Canvas. |
Assessment task 2: Powerpoint presentation: Improving the health and well-being of Indigenous Australians
| Intent: | This assessment intends to develop students' understanding and knowledge of the ways midwives can work to improve the health and wellbeing of Indigenous Australians. Working in groups on this assessment is intended to further develop collaborative skills. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B, E and F This assessment task contributes to the development of graduate attribute(s): 4.0, 7.0, 7.1, 7.2 and 7.3 |
| Type: | Presentation |
| Groupwork: | Group, group assessed |
| Weight: | 30% |
| Length: | A maximum of 10 slides (including the heading slide) per group. Write a maximum 250 words in the notes section. 10 minute in-class presentations will take place during Weeks 9 and 10. All group members are expected to participate in the presentation. Please note ALL groups will be required to submit their PowerPoint files on 9th October. Schedules for presentations will be arranged in class. |
Assessment task 3: Audit of a Health Service
| Intent: | This assessment intends to develop students' knowledge and understanding of culturally responsive care for Aboriginal and Torres Strait Islander women and their families. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): C, E and F This assessment task contributes to the development of graduate attribute(s): 1.0 and 7.0 |
| Type: | Report |
| Groupwork: | Individual |
| Weight: | 60% |
| Length: | 1500 words excluding the table |
| Criteria: | Comprehensive marking criteria for each assessment are available under Assignments in Canvas. |
Recommended texts
Best, O. & Fredericks, B. (2021), Yatdjuligin: Aboriginal and Torres Strait Islander nursing and midwifery care, (3rd ed.). Cambridge University Press, London.
Cummins, A., Gillett, K., Mclaughlin, K., Musgrave, L., & Wood, J. (2023). Stories in Midwifery: Reflection, Inquiry, Action. Elsevier Health Sciences.
Pairman, S., Tracy, S.K., Dahlen, H.G., Dixon, L. (2018), Midwifery: Preparation for practice, (4th ed.). Elsevier , Sydney.
References
Refer to the Canvas reading list tab for a full list of references and resources.
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 Canvas at: https://canvas.uts.edu.au/.
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.
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