Overview
In this unit, you will have the opportunity to identify historical and current inequalities in the health status of Aboriginal and Torres Strait Islander individuals, families, and groups. You will learn about culturally safe care to gain a better understanding of how to partner and collaborate to meet health needs and improve health outcomes. Focus will be given to the inequities that continue in Aboriginal and Torres Strait Islander health status compared to their non-Aboriginal and Torres Strait Islander counterparts. You will develop the knowledge and skills needed to work with people from Aboriginal and Torres Strait Islander cultures. In this unit, you will propose ways of collaborating with Aboriginal and Torres Strait Islander individuals, groups or communities to facilitate equal access to equitable and appropriate health services.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2025
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student SUTE feedback, email and phone call.
The provision of evening sessions for distance and working students was reported to be valuable by the limited number of students who attended.
Retain the evening sessions. As this is a first-year unit, providing multiple opportunities to engage is a sound investment of time by the teaching staff and benefitting the students.
Feedback from Student SUTE feedback and conversations.
ALC presentations specifically tailored to the assessment were considered valuable; however, the content component was reported as being better delivered by the academics in the preceding week, and then the ALC was re-visited and well summarised in the subsequent weeks.
Maintain the scheduling of the ALC components in the weeks after the content information has been presented to the students by an academic.
Feedback from Attendance records.
Student engagement remains low.
Across all platforms, student engagement and attendance are lower than anticipated. In the early weeks of the unit, the academics should emphasise the need for engagement and suggest study strategies to keep up to date with the unit. As this is a first-year unit, many students are challenged by the need for self-directed learning and study. Reminding students and imparting helpful study strategies should continue.
Feedback from Student SUTE feedback, emails and conversations.
Using a "practice" or parallel case study was a valuable platform to discuss the application of the theory to an authentic situation.
Students appreciated using a similar scenario to unpack the requirements for applying theory to a real-world situation. The use of this teaching strategy should continue.
Feedback from Audit of student submissions.
Maintaining academic integrity and reducing the number of case reports emerging.
Providing examples to students regarding the extent to which artificial intelligence can be utilised and how to concisely link theory to a case study requires greater focus. These elements of academic skills should be emphasised from the early weeks of the unit.
- Describe the impact that colonisation has had on the health of Aboriginal and Torres Strait Islander peoples
- Examine current demographic, health indicators and statistical trends for Aboriginal and Torres Strait Islander peoples
- Define and reflect on different forms of white privilege and racism in healthcare
- Outline the contemporary role of Aboriginal and Torres Strait Islander health professionals, organisations and communities in delivering culturally safe health care to Aboriginal and Torres Strait Islander peoples
- Identify professional practice factors that facilitate quality health care for Aboriginal and Torres Strait Islander peoples
Content in this unit incorporates a number of professional nursing requirements
Australian Health Practitioner Regulation Agency and National Boards Aboriginal and Torres Strait Islander Health Strategy
Nursing and Midwifery Board of Australia Registered Nurse Standards for Practice
Thinks critically and analyses nursing practice
Maintains the capability for practice
Evaluates outcomes to inform nursing practice
Nursing and Midwifery Board of Australia Nursing Code of Conduct
Legal compliance
Person-centred practice
Cultural practice and respectful relationships
Professional behaviour
Research in health
Health and wellbeing
International Council of Nursing Code of Ethics for Nursing
Nurses and People
Nurses and Practice
Nurses and the Profession
Nurses and co-workers
National Safety and Quality Health Service Standards
Partnering with consumers
Comprehensive care
Communicating for safety
Patient Safety Competency Framework
Person-centred care
Therapeutic communication
Cultural competence
Teamwork and collaborative practice
Evidence-based practice
Preventing, minimising and responding to adverse events
Aged Care Quality Standards
Consumer dignity and choice
Ongoing assessment and planning with consumers
Personal care and clinical care
Services and supports for daily living
Organisation’s service environment
Feedback and complaints
Human resources
Organisation governance
Intraprofessional and Interprofessional prep
Working with other health professionals including Aboriginal and Torres Strait Islander Health Workers
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Online Quiz(zes) - 40% | |||||
| 2 - Case Study - 60% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Communication | |||||
| 2 - Problem Solving | |||||
| 3 - Critical Thinking | |||||
| 4 - Information Literacy | |||||
| 5 - Team Work | |||||
| 6 - Information Technology Competence | |||||
| 7 - Cross Cultural Competence | |||||
| 8 - Ethical practice | |||||
| 9 - Social Innovation | |||||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||||
Textbooks
There are no required textbooks.
Additional Textbook Information
All required text and recommended readings will be provided via e-version or the e-reading list. Alternate links to web-based resources will be indicted within the unit via the NURS11171 Moodle site.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Student will need to access Zoom sessions. Equipment such as a microphone and web camera is highly recommended.
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
k.lane-krebs@cqu.edu.au
j.shepheard@cqu.edu.au
m.vanlaarhoven@cqu.edu.au
Module/Topic
Contextualising: Walking in someone else's shoes
Chapter
All the required readings are available in the e-reading list
Events and Submissions/Topic
Module/Topic
From history to contemporary times: Understanding intergenerational trauma
Chapter
All the required readings are contained in the e-book for the unit. Optional material is located in the e-reading list.
Events and Submissions/Topic
Module/Topic
Exploring the constructs of racism and white privilege
Chapter
All the required readings are contained in the e-book for the unit. Optional material is located in the e-reading list.
Events and Submissions/Topic
Quiz Part A
Opens: Monday, 28 July, 2025 @ 00:01hrs (AEST)
Closes: Sunday, 3 August, 2025 @ 23:59hrs (AEST)
Module/Topic
Identifying health gaps: Social and cultural determinants of health
Chapter
All the required readings are contained in the e-book for the unit. Optional material is located in the e-reading list.
Events and Submissions/Topic
Module/Topic
Protective factors: Cultural safety and community-controlled health services
Chapter
All the required readings are contained in the e-book for the unit. Optional material is located in the e-reading list.
Events and Submissions/Topic
Module/Topic
Vacation week: Take a break to refresh and replenish
Chapter
Take a break.
Events and Submissions/Topic
Module/Topic
Primary health care
Chapter
All the required readings are contained in the e-book for the unit. Optional material is located in the e-reading list.
Events and Submissions/Topic
Module/Topic
Respectful communication
Chapter
All the required readings are contained in the e-book for the unit. Optional material is located in the e-reading list.
Events and Submissions/Topic
Module/Topic
Effecting change in practice
Chapter
All the required readings are contained in the e-book for the unit. Optional material is located in the e-reading list.
Events and Submissions/Topic
Module/Topic
Advocacy & health promotion
Chapter
All the required readings are contained in the e-book for the unit. Optional material is located in the e-reading list.
Events and Submissions/Topic
Module/Topic
Decolonisation
Chapter
All the required readings are contained in the e-book for the unit. Optional material is located in the e-reading list.
Events and Submissions/Topic
Module/Topic
Social innovation and moving forward
Chapter
All the required readings are contained in the e-book for the unit. Optional material is located in the e-reading list.
Events and Submissions/Topic
Assessment 2
Due: Wednesday, 1 October, 2025 @ 16:00hrs (AEST)
Essay Due: Week 11 Wednesday (1 Oct 2025) 4:00 pm AEST
Module/Topic
Reflection, debriefing and feedback
Chapter
All the required readings are contained in the e-book for the unit. Optional material is located in the e-reading list.
Events and Submissions/Topic
Quiz Part B
Opens: Monday, 6, October, 2025, 00:01hrs (AEST)
Closes: Sunday, 12 October 2025, 23:59hrs (AEST)
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
There is no exam scheduled for this unit.
Events and Submissions/Topic
1 Online Quiz(zes)
Assessment 1 – Quizzes
Assessment 1
Type: Online Quizzes (Quiz A and Quiz B)
Quiz A
Quiz opens: 00:01 hours (AEST) Monday 28 July 2025 (week 3)
Quiz closes: 23:59 hours (AEST) Sunday 3 August 2025 (week 3)
Return to students: Results for the quiz will be available immediately after the attempt is complete
Permitted attempts: One
Weighting: 10%
Length: 20 multiple-choice questions
Completion time: 45 minutes
Quiz B
Quiz opens: 00:01 hours (AEST) Monday 6 October 2025 (week 12)
Quiz closes: 23:59 hours (AEST) Sunday 12 October 2025 (week 12)
Return to students: The number of correct responses will be available immediately after the attempt is complete
Extensions: Not available as per policy
The 72-hour grace period does not apply to this assessment
Permitted attempts: One
Weighting: 30%
Length: 30 multiple-choice questions
Completion time: 60 minutes
Learning Outcomes Assessed
1. Describe the impact that colonisation has had on the health of Aboriginal and Torres Strait Islander peoples.
2. Examine current demographic, health indicators and statistical trends for Aboriginal and Torres Strait Islander peoples.
3. Define and reflect on different forms of White privilege and racism in healthcare.
4. Outline the contemporary role of Aboriginal and Torres Strait Islander health professionals, organisations and communities in delivering culturally safe health care to Aboriginal and Torres Strait Islander peoples.
5. Identify professional practice factors that facilitate quality health care for Aboriginal and Torres Strait Islander peoples.
Aim
The aim of this assessment is for you to demonstrate your knowledge and understanding of historical and current inequalities in the health status of Aboriginal and Torres Strait Islander individuals, families, and groups. The two (2) quizzes will test your knowledge and understanding of culturally safe care and creating equitable health services.
Instructions
· You will be completing two (2) online quizzes:
· Quiz A will assess your knowledge and understanding of the material covered in weeks 1–3.
· Quiz B will assess your knowledge and understanding of the materials covered in weeks 4–11.
· Quiz questions are drawn from a bank and will be randomised.
· Access the quiz via the Assessment tile on the Moodle site. Quiz A consists of 20 multiple-choice questions. Each question is worth 0.5 mark. Quiz B consists of 30 multiple-choice questions. Each question is worth 1 mark.
· This is an open-book quiz. You can refer to your learning materials at any time during your attempt. However, students should be familiar with the content as time limits apply.
· You have a maximum of 45 minutes to complete Quiz A and 60 minutes to complete Quiz B. You must complete the Quiz A in one (1) attempt and Quiz B in one (1) attempt. The quiz will automatically close at the end of the allocated time, and will submit your result even if you have not finished
· You can have a maximum of one (1) attempt for each quiz.
· Once you have commenced your quiz, you cannot log out. Please do not refresh or reload your screen, as this may close your quiz and record your result.
· If you have any technical issues, let the unit coordinators know immediately. Please take a screenshot or photo of the issue and email it to the unit coordinators as soon as possible. We will assist you with resolving the issue or refer you to TaSAC for further assistance (toll-free phone number 1300 666 620).
Requirements
You will need:
· Computer access with a reliable internet connection.
· Moodle login and password details.
. Your learning materials to access during the quiz.
Requirements
You will need:
· Computer access with a reliable internet connection.
· Moodle login and password details.
. Your learning materials to access during the quiz.
Academic Integrity
· You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). Completing this assessment with another party or sharing of responses is not permitted at any time.
· The use of any generative artificial intelligence is not permitted as per Level 1 (No AI) in the AI Assessment scale tool indicators.
Submission
· You will complete this quiz online.
· Click submit at the end of the quiz.
· Click submit at the end of the quiz and your answers will be automatically submitted.
· Assessment re-attempt is not available for this assessment.
Minimum Pass Criteria
· You must achieve a cumulative grade of at least 49.5% across all assessments to pass this unit.
· In the event you are eligible for a supplementary assessment, all assessment tasks must be reasonably attempted in this unit.
2
Other
Quiz A: This quiz will test your knowledge of the content from modules 1, 2 & 3. Opens: Monday 28 July, 2025, at 00:01hrs (AEST) (Week 3) Closes: Sunday 3 August, 2025 at 23:45hrs (AEST). Quiz B: This quiz will test your knowledge of the content in modules 4 to12 (inc). Opens: Monday 6 October 2025, at 00:01hrs (AEST) (Week 12). Closes: Sunday 12 October 2025, at 23:59hrs (AEST)
This assessment is automatically scored by Moodle. The number of correct responses will be indicated when the student completes each quiz.
This assessment is automatically scored in Moodle. The number of correct responses will be indicated when the student completes each quiz.
- Describe the impact that colonisation has had on the health of Aboriginal and Torres Strait Islander peoples
- Examine current demographic, health indicators and statistical trends for Aboriginal and Torres Strait Islander peoples
- Define and reflect on different forms of white privilege and racism in healthcare
- Outline the contemporary role of Aboriginal and Torres Strait Islander health professionals, organisations and communities in delivering culturally safe health care to Aboriginal and Torres Strait Islander peoples
- Identify professional practice factors that facilitate quality health care for Aboriginal and Torres Strait Islander peoples
2 Case Study
Assessment 2
Assessment Type: Case Study
Due Date: 16:00hrs (AEST), Wednesday 1 October (week 11)
Extensions: Available as per policy
The 72-hour grace period applies to this assessment
Return date: Wednesday 24th October 2025
Weighting: 60%
Length: 1,500 words +/-10% (excluding reference list)
Learning outcomes assessed
1. Describe the impact that colonisation has had on the health of Aboriginal and Torres Strait Islander peoples.
2. Examine current demographic, health indicators, and statistical trends for Aboriginal and Torres Strait Islander peoples.
3. Define and reflect on different forms of White privilege and racism in healthcare.
4. Outline the contemporary role of Aboriginal and Torres Strait Islander health professionals, organisations, and communities in delivering culturally safe health care to Aboriginal and Torres Strait Islander peoples.
5. Identify professional practice factors that facilitate quality health care for Aboriginal and Torres Strait Islander peoples.
Aim
The aim of this assessment is for you to demonstrate your learning of the impact of colonisation on health outcomes of Aboriginal and Torres Strait Islander people, and cultural safety strategies to reduce health disparities.
Instructions
Please follow the steps below to complete this assessment task:
· You are required to prepare a written essay using the concepts and terms from NURS11171, to discuss the impacts of colonisation, racism and White privilege on the health, history, and culture of First Nations peoples.
· Read the scenario located in Appendix 1 below.
· You must select elements from the scenario provided to illustrate your discussion.
Use the Stimulus statement to prepare your assessment:
· Stimulus statement: Aboriginal and Torres Strait Islander people have the highest rates of illness and reduced lifespan in Australia, the lowest rates of health service utilisation, and early disengagement with educational systems (Walker, 2019; Jones et al., 2023). Many Aboriginal and Torres Strait Islander people report feelings of discomfort and fear when accessing healthcare, experience long waiting times, and encounter barriers to obtaining culturally appropriate care (Dorrian et al., 2017).
· Provide a brief introduction outlining the aim of your assessment and orientate the reader to the plan for your essay (approximately 100 words).
· Impacts of colonisation: Consider the definition of colonisation. Discuss links to the social determinants of health. Identify the gaps in health and well-being between Indigenous and non-Indigenous populations. Use examples from the scenario provided to emphasise your main points (approximately 450 words).
· Emergence of racism and moving forward: Describe the concepts of racism, White privilege and stereotypes that are evident in this scenario. Identify ONE (1) approach to decolonise health care (approximately 450 words).
· Preparation for professional practice: Identify TWO (2) areas within the scenario that present barriers to culturally appropriate care, and what action could be taken in your future professional practice (approximately 400 words).
· Provide a concise conclusion summarising the main concepts in your assessment (approximately 100 words).
Literature and references
In this assessment, use at least eight (8) contemporary references (7 years or less) sourced from the CQUniversity library to support your discussion. In this assessment, you MUST include the three (3) mandatory resources as evidence to support your discussion. These resources are provided on the Moodle page in the Assessment tile. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the five (5) elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as government, university, or peak national bodies: for example, the Australian College of Nursing. Note that websites such as StatPearls, Life in the Fastlane, and Wikipedia are not suitable for this assessment task. Lecture notes are not primary sources of evidence and should not be used in this assessment.
Requirements
· Use a cover page for your assessment that includes, in the following order:
· Student name
· Student Number
· Program
· Unit number and name
· Assessment number and title (e.g., Assessment 2: Essay Case Study)
· Due date
· Word count
· Use of Gen AI: Gen AI agent.……..has been used for editing and proofreading this assessment (insert or delete as applicable)
· Any Notes/Extension information.
· Use conventional and legible size 12 font, either Times New Roman or Arial font, with double line spacing and 2.54cm margins (standard pre-set margin in Microsoft Word).
· Include page numbers in a header on the top right side of each page.
· Indent the first line of each paragraph 1.27cm (standard pre-set indent in Microsoft Word).
· Include an introduction and conclusion for this assessment.
· Use headings to differentiate between sections of the paper (four questions relating to the scenario).
· Paraphrase, summarise or quote information acknowledging the original source (referencing) to avoid plagiarism.
· Start your reference list on a separate page to the body of your assessment.
· Write in the third-person perspective.
· Follow academic writing conventions: spell out contractions in full; introduce abbreviations and acronyms; spell out numbers for zero through nine and use numerals for 10 and above.
· Use formal academic, discipline-specific and inclusive language, and essay structure.
· Use Microsoft Word English (Australia) spelling and grammar checker.
· All work submitted must be your own work.
· Start your reference list on a separate page to the body of your assessment.
· Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
· Medical students are to use the referencing style approved for their school.
· The word count excludes the reference list and headings but includes in-text references, direct quotations and paraphrasing. Please note that direct quotes should be used minimally in academic writing.
Resources
· You can use unit-provided materials and other credible sources (e.g., journal articles, and books) to reference your argument. The quality and credibility of your sources are important. Please note, that lecture notes are not peer-reviewed primary sources of evidence.
· Please try to use the most contemporaneous references you can obtain. However, we are prepared to accept references greater than seven years old in this unit as we are aware that there may not be more recent good quality literature available on this subject matter.
· We recommend that you access your discipline specific Nursing Resource Guide.
· For information on academic writing and referencing, please visit the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources, including information for students with English as a second language.
· You may wish to submit a draft to Studiosity.
· Submit at least one draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
· Remember that as you are using three (3) mandatory resources, your Turnitin similarity score may be higher than usual. Please refer to the complete report when reviewing your paraphrasing. You can make changes PRIOR to submitting your assessment for marking whilst it is in draft.
Academic Integrity
1. You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). Completion of this assessment with another party or sharing of responses is not permitted at any time.
2. The use of any generative artificial intelligence is permitted as per Level 2 (AI planning) and Level 3 (AI Collaboration) AI Assessment scale tool indicators:
Level 2: You may use AI for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas.
Level 3: You may use AI to assist with specific tasks such as drafting text, refining and evaluating your work. You must critically evaluate and modify any AI-generated content you use.
3. Any use of Gen AI software:
a. Must be cited in the relevant sections.
b. Must be referenced as per APA 7th guidelines.
c. You must complete the declaration of Gen AI use on the title page of your assessment
Submission
Submit your assessment online via the assessment tile in the NURS11171 unit Moodle site in Microsoft Word format only.
Marking Criteria
Refer to the marking rubric on the Moodle site for more details on how marks will be assigned. Assessment re-attempt is not available for Assessment Two.
In accordance with policy, any marks and/or grades for assessments released to students prior to Certification of Grades are provisional and are subject to moderation and confirmation through the relevant Program and Divisional Assessment Committees.
Scenario
Refer to the Moodle site for the scenario.
Week 11 Wednesday (1 Oct 2025) 4:00 pm AEST
Please note (AEST) applies
Exam Week Friday (24 Oct 2025)
Target return date is three weeks after due date for all on time assessments. In accordance with policy, any marks and/or grades for assessments released to students prior to Certification of Grades are provisional and subject to moderation and confirmation through the relevant Program and Divisional Assessment Committees.
Refer to the marking rubric on the Moodle site for more details on how marks will be assigned.
Minimum Pass Criteria
· You must achieve a cumulative grade of at least 49.5% across all assessments to pass this unit.
· In order for a supplementary assessment to be considered, all assessment tasks must be reasonably attempted in this unit.
- Describe the impact that colonisation has had on the health of Aboriginal and Torres Strait Islander peoples
- Examine current demographic, health indicators and statistical trends for Aboriginal and Torres Strait Islander peoples
- Define and reflect on different forms of white privilege and racism in healthcare
- Outline the contemporary role of Aboriginal and Torres Strait Islander health professionals, organisations and communities in delivering culturally safe health care to Aboriginal and Torres Strait Islander peoples
- Identify professional practice factors that facilitate quality health care for Aboriginal and Torres Strait Islander peoples
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
