University of Technology Sydney

96703 Indigenous Public Health

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 2022 is available in the Archives.

UTS: Health
Credit points: 6 cp
Result type: Grade and marks

Note

Not offered in 2021

Description

In this subject, students develop and progress their knowledge of the health status of Aboriginal and Torres Strait Islander peoples through learning about historical context, the impacts of and Indigenous responses to colonisation, the social determinants and the cultural dimensions of health. Examinations of the key comparative health indicators provide a context of the current and future health needs of Aboriginal and Torres Strait Islander peoples. Students in this subject explore public health programs which partner with Indigenous communities, essential for promoting, improving and maintaining the individual health of Indigenous Australians and the wellbeing of their communities. The key aim of Indigenous health policy is to prioritise equity in access to healthcare services for Aboriginal and Torres Strait Islander people. Students examine services in the context of such policy, investigating whether health services and programs are available, accessible, affordable and acceptable, to and for this population. Further to this, students review evidence, policies and programs which consider the critical social issues that impact on the health and wellbeing of Aboriginal and Torres Strait Islander people.

Subject learning objectives (SLOs)

Upon successful completion of this subject students should be able to:
A. Demonstrate knowledge of the demography and epidemiology of Aboriginal and Torres Strait Islander peoples and Aboriginal and Torres Strait Islander people’s health
B. Describe Aboriginal and Torres Strait Islander health in historical context and assess the impact of colonisation on health outcomes
C. Critically evaluate Indigenous public health policy, programs and service provision for access outcomes and within a Social determinants of Health framework
D. Identify and describe the impact of critical social issues on the health of Aboriginal and Torres Strait Islander peoples and communities
E. Relate the importance for partnering with Aboriginal and Torres Strait Islander communities utilising a multisectoral approach to Indigenous public Health
F. Engage as a professional with knowledge and skills in public health research, ethical practices, stakeholder analysis, information synthesis, effective communication and cultural safety

Course intended learning outcomes (CILOs)

This subject also contributes specifically to the following graduate attributes:

  • Advocate for, create and respect the engagement of partnerships on matters critical to public health (4.2)
  • Establish a commitment to the development of superior knowledge and skills within public health in order to prioritise reducing disease, disability and illness (5.1)
  • Maintain professional standards and engage in lifelong learning (5.2)
  • Demonstrate respect and value for world view differences and in particular Australian Indigenous ways of knowing, being and doing (6.1)
  • Critically reflect upon the impact of ongoing colonisation and its pervasive discourse on Indigenous Australians and their health and wellbeing (6.2)
  • Recognise the diversity of Indigenous Australians and integrate this knowledge into practice (6.3)

Teaching and learning strategies

Learning in this subject is focused on active engagement and development of knowledge specific to Indigenous Australians' health and wellbeing. With a focus on developing the Indigenous Graduate Attribute, all learning and teaching in this subject will be guided by the Faculty's REM Framework (Respect; Engagement and Sharing; and, Moving Forward) and provision of a culturally safe learning environment.

Preparatory Activities
Students access online learning resources either prior to or in place of face-to-face attendance. Online resources enable students to explore and clarify concepts, and engage with sensitive or confronting topics at their own pace. Online activities are then discussed in class to further explore and share learning, experiences and reflections. Throughout the session, students will also be provided with additional learning resources online (eg. journal articles, webcasts, website links, interactive activities) and online discussion will be used to further clarify lecture material.

Face-to-face Lectures/Workshops
Face-to-face attendance sessions will include both focussed delivery and in-depth discussion of content and learning. Lectures will be used to deliver essential content, but the focus of the learning will be on collaborative discussion sessions and small and larger group interactions and activities. Key concepts and essential learnings will be discussed in groups where the session facilitators and students can interact and provide direct feedback on discussions.

Personal Professional and Expert Narratives
Students will have the opportunity engage in dialogue with key informants from community-based organisations. Professional and consumer speakers will discuss personal and/or professional stories in relation to the key concepts and learning objectives.

Yarning Circles
Yarning Circles provide a culturally respectful and participatory opportunity for students to raise their understanding of Indigenous ways of knowing, being and doing. Yarning Circles provide a collaborative, safe and informative environment, led by Aboriginal and/or Torres Strait Islander facilitators, to assist learners in developing new knowledge and skills that will enable meaningful engagement with Indigenous peoples, communities and their organisations. The less formal structure of Yarning Circles provides opportunity for interaction with facilitators and promotes collaborative learning.

Content (topics)

  • Understanding the diversity of Aboriginal and Torres Strait Islander people and communities and the contribution of Public Health for improved health and social outcomes
  • The historical context and the impact of colonisation on health outcomes
  • Key comparative health indicators for Aboriginal and Torres Strait Islander Peoples
  • Social Determinants of Health across the key comparative indicators for Aboriginal and Torres Strait Islander Peoples
  • Social and health policy impacting Aboriginal and Torres Strait Islander peoples and communities
  • Aboriginal and Torres Strait Islander Public Health research.
  • Community partnership and multisectoral approaches to Aboriginal and Torres Strait Islander Public Health
  • Ethical practice research with Aboriginal and Torres Strait Islander peoples and communities

Assessment

Assessment task 1: Colonisation and health outcomes pre-recorded presentation

Intent:

This assessment task provides students with the opportunity to focus on the impact of colonisation on the health of Aboriginal and Torres Strait Islander peoples and identify strategies being used to attempt to address disparity in outcomes.

Objective(s):

This assessment task addresses subject learning objective(s):

A, B and E

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

.0, .0, 5.2, 6.1, 6.2 and 6.3

Type: Presentation
Groupwork: Individual
Weight: 20%
Length:

10-minute recorded AV presentation

Assessment task 2: Racism as a determinant of health critical review and reflection

Intent:

Institutional or systemic racism is recognised as a critical social issue and an Indigenous determinant of health. This assessment provides students with the opportunity to appraise a policy/program or resource specifically addressing racism in Australia and reflect on how this has/can influence practice.

Objective(s):

This assessment task addresses subject learning objective(s):

B, C and D

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

.0, .0, .0, 5.1, 6.1, 6.2 and 6.3

Type: Reflection
Groupwork: Individual
Weight: 50%
Length:

2500 words

Assessment task 3: Partnership organisations asset mapping

Intent:

This assessment provides students with the opportunity to become aware of organisations and resources within their community of practice that can assist with addressing disparity and improving health outcomes.

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):

.0, .0, .0, 4.2, 5.1, 6.1, 6.2 and 6.3

Type: Report
Groupwork: Individual
Weight: 30%
Length:

1500 words

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.