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.

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.