95735 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 2024 is available in the Archives.
Credit points: 6 cp
Subject level:
Undergraduate
Result type: Grade and marksRequisite(s): (24 credit points of completed study in spk(s): C10360 Bachelor of Public Health OR 24 credit points of completed study in spk(s): C10410 Bachelor of Public Health Bachelor of Sustainability and Environment OR 24 credit points of completed study in spk(s): C10396 Bachelor of Public Health Bachelor of International Studies OR 24 credit points of completed study in spk(s): C10441 Bachelor of Health Sciences Bachelor of Languages and Cultures OR 24 credit points of completed study in spk(s): C10470 Bachelor of Public Health Bachelor of Economics OR 48 credit points of completed study in spk(s): C10468 Bachelor of Public Health Bachelor of Business OR 48 credit points of completed study in spk(s): C10466 Bachelor of Public Health Bachelor of Creative Intelligence and Innovation OR 48 credit points of completed study in spk(s): C10469 Bachelor of Public Health Bachelor of Management) AND (95730 Psychosocial Perspectives in Health OR 92494 Psychosocial Perspectives in Health)) OR ((24 credit points of completed study in spk(s): C10347 Bachelor of Advanced Science OR 24 credit points of completed study in spk(s): C10352 Bachelor of Advanced Science Bachelor of Creative Intelligence and Innovation)
Description
This subject introduces students to the foundations of Indigenous health and wellbeing, with a focus on contemporary Indigenous peoples’ perspectives. Students examine cultural, historical, structural and social determinants of Indigenous wellbeing. Students develop core public health skills in communication and advocacy with Indigenous peoples. Students engage in reflective practice, questioning their own cultural lens and the influence this lens has on ensuring equitable healthcare. The knowledge and skills learned form the foundations for developing graduate cultural capabilities that support culturally safe and respectful practice working with 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. |
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| 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:
- Promote and enhance the health of diverse groups through evidence-based advocacy strategies and techniques. (1.3)
- Develop creative and innovative responses to health issues. (2.2)
- 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)
- Uses theoretical frameworks to strengthen community action and create supportive environments. (4.3)
- Public Health graduates will have knowledge of health programs and policies to evaluate and inform professional practice and capabilities to work with and for Indigenous Peoples as reflexive public health practitioners (6.0)
Teaching and learning strategies
This subject is delivered implementing Indigenous teaching and learning strategies which incorporates and respects Indigenous Allied Health Australia’s Cultural Responsiveness in Action Framework (Indigenous Allied Health Australia, 2019), the National Health and Medical Research Council guidelines for Aboriginal and Torres Strait Islander health research (NH&MRC, 2018) and current Indigenous led research in learning and teaching.
The explicit teaching and learning strategies from these sources include;
- Utilising imergery to visualising and understand processes
- Working collaboratively, embedding stories and expereinces into learning
- Learning in the local context
- Applying learning to professional contexts, innovating, problem solving and thinking laterally
- Working with community
- Reflective practice including, self-awareness, critical reflection and accountability
Woven within all teaching and learning activities is Indigenous ways of knowing, being and doing;
- Being, through giving and receiving, and carrying out all actions in relationships with others
- Doing, based on diverse information and tools, and principled and reflective action
- Knowing, from best available types of evidence, guidance of Elders and community, and respect for the learning journey
Content (topics)
Content and topics
- Introduction to Indigenous Australia, celebration of culture and recognition of the influence of neo- colonialism
- Multi -level empowerment and self- determination
- The role of allies, working with Indigenous communities
Assessment
Assessment task 1: Develop a positionality statement.
| Intent: | The positionality statement grounds students in articulating their own identity. It is important for students to understand themselves before they can understand others. This task is an opportunity for students to explore how their multiple, intersecting identities impact their worldview, how their identities influence their interactions with others, and what influence this will have on their future professional practice |
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| Objective(s): | This assessment task addresses subject learning objective(s): B and C This assessment task contributes to the development of graduate attribute(s): 1.3 and 4.3 |
| Type: | Reflection |
| Groupwork: | Individual |
| Weight: | 30% |
| Length: | Part A: 500 words Part B: 300 words Part A + Part B 800 words (+/- 10%) plus references |
| Criteria: | A) Students to develop their own positionality statement. This is one opportunity for students to begin to develop an understanding of social position before working with clients who will have experienced adversity or come from a different walk of life. B) Students must include a statement regarding how this knowledge regarding their own positionality will influence their future professional practice. |
Assessment task 2: Hyping success in Indigenous Health and Wellbeing: News story
| Intent: | The task is for students to demonstrate an understanding and recognise the key concepts of strengths-based practice and community led solutions in Indigenous public health and health promotion, utilising key skills including advocacy and communication. |
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| 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): 1.3, 2.2, 3.0, 3.1, 4.3 and 6.0 |
| Type: | Presentation |
| Groupwork: | Group, individually assessed |
| Weight: | 30% |
| Length: | News item 8-10mins Summary 500 (+/- 10%) words plus references. |
| Criteria: | In groups of 4/6 students are required to select an Indigenous lead public health strategy or health promotion strategy and create a 8-10 minute news story outlining the initiative, utilising predominately Indigenous sources. The news item should target a specific audience and consider the use of multi-media technologies (i.e. videos) to best reach the target audience. Students are also required to submit a summary of their projects, including a brief statement overviewing each group members participation and references. Please refer to the marking rubric for specific summary criteria. |
Assessment task 3: Self-reflective report
| Intent: | Cultural safety requires health professionals to examine themselves and the potential impact of their own culture on interactions. This requires professionals to develop skills in questioning their own biases attitudes, assumptions, stereotypes and prejudices that may be contributing to a lower quality of healthcare for some patients (Curtis et al, 2019). This report writing process asks students to critically reflect on their experience through the subject, challenging preconceived knowledge and experiences for working for and with Indigenous peoples. |
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| 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): 6.0 |
| Type: | Reflection |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | 2500 words, not including the reference list Submissions in excess of 2500 words will not be marked beyond this point. |
| Criteria: | Students will be required to document a self-reflection journal throughout the semester culminating in the submission of a self-reflection report, utilising principles of reflexivity. Participation in discussion posts and workshop activities will assist students to articulate their journey as well as prompt questions throughout the modules to encourage students to reflect through the Semester. |
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 reading list in Canvas.
Recommended texts
Library links to recommended readings are provided on the Subject SIte reading list in Canvas.
Other resources
UTS Student Centre
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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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