University of Technology Sydney

93226 Indigenous Health and Well-Being

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 2024 is available in the Archives.

UTS: Health
Credit points: 6 cp

Subject level:

Undergraduate

Result type: Grade and marks

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)

Upon successful completion of this subject students should be able to:
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)
  • 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)

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.

Lectures and Online Learning Materials
This subject benefits from both the real time delivery of content and access to online resources including podcasts, videos and learning modules. Students are required to allocate approximately 60-90 minutes each week to the completion of online preparatory work to enable them to engage fully in face-to-face Learning Circles (tutorials). There will be weekly live online lectures that will be recorded so that they can be shared with all students.

Learning Circles
Tutorials are referred to as Learning Circles. Attendance at the Learning Circles is critical to your learning. As such you are expected to prepare for, attend and actively participate in all Learning Circles. There are 5 x 4 hour face to face Learning Circles in this subject. The Learning Circles gives students the opportunity to consolidate their knowledge and understandings of the material delivered in the lectures and preparatory work and engage in collaborative discussions and 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 their peers and Learning 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: Acknowledgement of Country (Narrated)

Intent:

An Acknowledgement is a sign of respect, it can be said by anyone and should be said with genuine respect and value for what was before you, that Australia is un-ceded, and Aboriginal and Torres Strait Islander peoples are the rightful Sovereign owners of the land.??

This assessment provides students the opportunity to identify the Traditional Owners of the land they reside and explore the historical significance of their local area in relation to Indigenous peoples. Through the formulation and delivery of an Acknowledgement of Country student synthesis this information and communicate this learning through the delivery of an authentic Acknowledgement of Country.

Objective(s):

This assessment task addresses subject learning objective(s):

A, B, C, D and E

This assessment task contributes to the development of graduate attribute(s):

1.0, 2.0, 3.0 and 6.0

Weight: 20%
Length:

3 Minutes in duration maximum

Criteria:

Students are expected to research the Traditional Owners of the land on which they live as well as the historical significance of the local area to Indigenous peoples.

The students use this information to inform their writing of an original Acknowledgment of Country specific to their own local context.

NOTE: The use of Artificial Intelligence (AI), for example ChatGPT, is not permitted in this assessment. Students who are identified as using AI, for example ChatGPT, in this assessment may be referred for academic misconduct.

Assessment task 2: E-poster Group Presentation

Intent:

Students will examine the ‘Closing the Gap’ policy to evaluate the impact it has had on Aboriginal and Torres Strait Islander People’s health.

Objective(s):

This assessment task addresses subject learning objective(s):

A, B, C, D, E and F

This assessment task contributes to the development of graduate attribute(s):

1.0, 2.0, 3.0, 4.0 and 6.0

Weight: 30%
Length:

8 minute (+/- 10%) group presentation

Criteria:

In groups of 3, you will design an E-Poster based on the current version of the ‘National Agreement on Closing the Gap’. The E-Poster will include a description of two targets (these will be allocated by your tutor) that relate to health and wellbeing of Aboriginal and Torres Strait Islander Peoples and a critical review of two services/projects or campaigns that are intended to address the chosen targets (1 for each target). Your group will present your “conference style” E-poster with an A3 hardcopy in your Learning Circle in week 4.

  • Your group will present your E-Poster in your Learning Circle.
  • Each group member will participate in the presentation.
  • Refer to the Marking Rubric as you prepare your presentation.
  • Your tutor will mark your presentation in the Learning Circle.
  • Before your presentation, 1 nominated group member is to submit your poster and reference list as 1 document in readable PDF format via the Canvas Assessment Portal.
  • And submit your completed 'Group Declaration' to your tutor via email.

ASSESSMENT GUIDELINES

  • E-Poster is in a readable PDF format submitted to Canvas.
  • Provide a reference list formatted according to APA 7 requirements. The reference list is to be submitted with your poster via Canvas.
  • A3 hardcopy of your poster for presentation in your Learning Circle.
  • Include a clear title that identifies the ‘National Agreement on Closing the Gap’ and the two chosen targets.
  • The E-poster should have a clear, concise and logical structure which makes it easy to read and follow during the presentation.
  • The E-poster captures the readers’ attention by using colour and relevant pictures, and text that is succinct.
  • The poster must demonstrate cultural respect for Aboriginal and Torres Strait Islander people.
  • Ensure your e-poster is free of grammar and spelling errors
  • Paraphrase, or provide correctly cited quotes as needed, and use in-text APA 7 referencing throughout your poster to support what you say.

Assessment task 3: Case Study Analysis

Intent:

Through the examination of a case study, explore Aboriginal & Torres Strait Islander People’s experiences of healthcare and the impact this has on their health and wellbeing.

Objective(s):

This assessment task addresses subject learning objective(s):

A, B, C, D, E and F

This assessment task contributes to the development of graduate attribute(s):

1.0, 3.0, 4.0 and 6.0

Weight: 50%
Length:

1500 word essay (+/- 10%)

Criteria:
  1. Using ‘Gibb’s Reflective Cycle, write a reflection on your response to the story of Naomi Williams. (Approximately 300 words)
  2. Analyse and discuss the care that Naomi Williams received at Tumut hospital in relation to the Australian Registered Nurse Standards for Practice and the International Council of Nurses (ICN) Code of Ethics for Nurses. (Approximately 300 words)
  3. Describe what implicit bias or racism is and explain how implicit bias or racism at both individual and systemic levels may have impacted on Naomi Williams and her family. (Approximately 300 words)
  4. Analyse the ongoing implications of implicit bias, or racism, in healthcare for the health and wellbeing of Aboriginal and Torres Strait Islander people. (Approximately 300 words)
  5. As a future Registered Nurse, discuss how you could address implicit bias or racism, at an individual or systemic level, to improve the health care and outcomes for Aboriginal and Torres Strait Islander people. (Approximately 300 words)

It is expected that all responses are supported with evidence-based and/or peer-reviewed literature, as required in the marking criteria, and that all responses demonstrate cultural respect when referring to Aboriginal and/or Torres Strait Islander Peoples.

NOTE: The use of Artificial Intelligence (AI), for example ChatGPT, is not permitted in this assessment.

Students who are identified as using AI, for example ChatGPT, in this assessment may be referred for academic misconduct.

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.

The Accessibility and Financial Assistance Service
The Accessibility Service can support students with disabilities, medical or mental health conditions, including temporary injuries (e.g., broken limbs). The Accessibility Service works with Academic Liaison Officers in each Faculty to provide ‘reasonable adjustments’ such as exam provisions, assistive technology, requests and strategies for managing your studies alongside your health condition. If you’re unsure whether you need assistance, we recommend getting in touch early and we can provide advice on how our service can assist you. Make an appointment with an Accessibility Consultant (AC) on +61 2 9514 1177 or Accessibility@uts.edu.au.

The Financial Assistance Service can assist you with financial aspects of life at university, including Centrelink information, tax returns and budgeting, interest-free student loans and grants to assist with course-related costs. Check eligibility and apply online and make an appointment on +61 2 9514 1177 or Financial.assistance@uts.edu.au.