CQUniversity Unit Profile.

In this unit, you will have the opportunity to identify historical and current inequalities in the health status of Aboriginal and Torres Strait Islander Peoples, 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. This unit will focus on the inequalities that continue in Aboriginal and Torres Strait Islander Peoples’ 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 Peoples cultures. In this unit, you will propose ways of collaborating with Aboriginal and Torres Strait Islander Peoples, groups or communities to facilitate equal access to equitable and appropriate health services.

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.

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.

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 in class and online workshop comments.

Student engagement with the Challenge Questions, intended to support critical thinking and collaborative learning, was mixed: participation in the discussion forums was reduced, while discussion in the workshops increased.

Students who contributed reported that the individualised feedback they received was valuable. Many students engaged with the Challenge Questions during workshops and indicated that these discussions assisted them in preparing the written assignment. Given their demonstrated value for learning and assessment preparation, the Challenge Questions should be retained.

Feedback from Student in class, workshop, email and phone calls.

Students noted that the teaching scenario used in the online discussions was highly effective in helping them connect theoretical concepts with practical, real-world applications. This approach was viewed as supportive of learning and confidence-building.

Students consistently reported that the teaching scenario enhanced their understanding by demonstrating how theoretical principles translate into real practice. Live discussions built around this scenario were particularly valued, as they fostered active engagement, clarified key concepts, and increased students’ confidence in preparing for the final written assessment. The use of a teaching scenario as a scaffolding and application strategy has clear pedagogical benefits and should be retained as a core element of the unit design.

Feedback from Forum post, phone communication.

Students also requested "answers" to the reflective activities and worksheets.

The reflective activities and worksheets are designed to promote critical thinking rather than produce a single correct answer. Students were encouraged to share their reflections in the forum to stimulate dialogue and expose the cohort to diverse perspectives. Feedback from students indicated discomfort with having personal reflections recorded, particularly when the content was sensitive. To support deeper engagement, it is recommended that opportunities for discussion be incorporated into non-recorded sessions, allowing students to explore their ideas.