95741 Health Promotion in Aboriginal and Torres Strait Islander Contexts

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

Requisite(s): (60 credit points of completed study in spk(s): C10360 Bachelor of Public Health OR 60 credit points of completed study in spk(s): C10410 Bachelor of Public Health Bachelor of Sustainability and Environment OR 60 credit points of completed study in spk(s): C10396 Bachelor of Public Health Bachelor of International Studies OR 60 credit points of completed study in spk(s): C10441 Bachelor of Health Sciences Bachelor of Languages and Cultures) AND 95734 Health Promotion and Advocacy) OR ((42 credit points of completed study in spk(s): C09169 Bachelor of Psychology (Honours) OR 42 credit points of completed study in spk(s): C10477 Bachelor of Psychology OR 42 credit points of completed study in spk(s): C10478 Bachelor of Psychology Bachelor of Criminology)

Description

This subject relates to ‘Health Promotion and Advocacy’ (95734) by further developing and progressing students’ understanding of health promotion. It specifically focuses on leadership by Aboriginal and Torres Strait Islander Elders, communities, and organisations in health promotion. The subject is oriented to recognising and valuing Indigenous excellence, drawing on quality evidence and ethical processes informed by cultural protocols. Students explore health promotion in terms of community development, community participation, multi-level empowerment, evidence, and capacity building implications. Assessments draw on these and other core principles underpinning Indigenous health promotion, to support students to centre the voices of diverse Aboriginal and Torres Strait Islander peoples.

Subject learning objectives (SLOs)

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

A.	Discuss and critique principles and practice of health promotion in an Australian Indigenous health context
B.	Critically evaluate Aboriginal and Torres Strait Islander public health policy or programs
C.	Appraise key principles and approaches underpinning health promotion and their impact on Indigenous health and wellbeing
D.	Apply culturally appropriate principles and approaches in the planning and evaluation of Indigenous health promotion
E.	Demonstrate reflexive practice for Aboriginal and Torres Strait Islander health contexts

Course intended learning outcomes (CILOs)

This subject also contributes specifically to the following graduate attributes:

Respect and respond to the needs of diverse groups to improve health outcomes. (1.2)
Develop creative and innovative responses to health issues. (2.2)
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 by implementing Indigenous teaching and learning strategies that 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. In reflective practice, students develop skills in questioning the influence of their position on their thinking, perceptions and actions and the influence of this thinking on professional outcomes.

The explicit teaching and learning strategies from these sources include:

Using imagery to support learning
Working collaboratively
Utilising symbols and images
Learning within the local context
Developing professional skills, problem-solving and thinking laterally
Application of knowledge and skills within diverse contexts
Connections with community, through reciprocity

Woven within all teaching and learning activities are 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)

Introduction to Health Promotion in Aboriginal and Torres Strait Islander contexts
Community of learning and practice
Developing and implementing programs and strategies
Recieving and applying feedback
Health promotion planning and evaluation
Community immersion

Assessment

Assessment task 1: SWOT analysis of Aboriginal and Torres Strait Islander Health Promotion strategies.

Intent:	Drawing on previous learning students analyse existing Indigenous lead health promotion programs and/or strategies.
Objective(s):	This assessment task addresses subject learning objective(s): A and B This assessment task contributes to the development of graduate attribute(s): 6.0
Groupwork:	Individual
Weight:	25%
Length:	Discussion board posts (no word limit). Posts can be independent or in response to other students’ comments. Students submit their two best discussion posts, or threads.
Criteria:	Students’ analysis of Aboriginal and Torres Strait Islander lead health promotion programs or strategies. Students are required to complete a SWOT analysis guided by an Aboriginal and Torres Strait Islander viewpoint. provided in the template provided. SWOT of existing Aboriginal and Torres Strait Islander Health promotion campaigns and 2 policies (2 of each)

Assessment task 2: Creating a Health Promotion Strategy (a) Health Promotion Strategy evaluation process (b)

Intent:	Part A (30%) Students will draw on the knowledge gain through the SWOT analysis, implementing successful elements of past and current strategies to develop their own Health Promotion resources for an Aboriginal Community Controlled health organisation Part B (20%) This assessment provides students the opportunity to demonstrate their understanding of evaluation process when designing health promotion strategies and policies with and for Aboriginal and Torres Strait Islander peoples and contexts (Individual task).
Objective(s):	This assessment task addresses subject learning objective(s): C, D and E This assessment task contributes to the development of graduate attribute(s): 1.2, 2.2 and 6.0
Groupwork:	Group, group and individually assessed
Weight:	50%
Length:	Part A - 2 pages using the template provided Part B - 1 page flow chart with references
Criteria:	Part A Create a working team, with roles and responsibilities distributed evenly Develop a health promotion strategy addressing and promoting the health issue identified by the community in the brief. Implement respectful and appropriate terminology In groups create purpose driven sleep hygiene resource for use in an Aboriginal community-controlled health organisation. The task requires facilitating leadership from the organisation to ensure the resources meet their needs as defined by them. Part B Individually develop a process for evaluation of sleep hygiene resources drawing on an Aboriginal and Torres Strait Islander evaluation framework and ethical principles.

Assessment task 3: Critical self-reflection of learnings

Intent:	Students are required to write an individual reflection based on the learning over the semester, identifying how this learning will influence your future professional practice, Students reflection should draw on the Girra Maa critical self-reflection schema and learning outcomes throughout the subject.
Objective(s):	This assessment task addresses subject learning objective(s): C, D and E This assessment task contributes to the development of graduate attribute(s): 6.0
Groupwork:	Individual
Weight:	25%
Length:	1000words, not including references
Criteria:	Girra Maa critical thinking schema Themselves (what is your position- how does your culture, experience influence your thinking and professional activities) The community (feedback and experience working with the community organisation) The population group (Overview of the population group the strategy was developed with and for, their needs and leadership in the process) The evidence base (Understanding and Application of evidence through the process) Current polices and key documents (what are the key documents relating to the topic area local, national and international levels, including key health promotion documents such as the Ottawa Charter) Human rights instruments (How did the process reflect human rights instruments) Translation/implementation/ impact/ action (what feedback did you receive, how did you feel about the feedback, how were changes negotiated and applied within the group and how did you feel about this process) Evaluation (what evaluation is involved, challenges, and what structure is in place for change management, improvement)

References

Refer to Canvas for access to up to date references for this subject.

Other resources

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