Overview
In this unit, you will have the opportunity to explore 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 recommend 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
Pre-requisite: Must be enrolled in Master of Nursing (Graduate Entry)
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 Postgraduate 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.
- Critically review the ongoing impact that colonisation has on the health of Aboriginal and Torres Strait Islander peoples.
- Conceptually map current demographic, health indicators and statistical trends for Aboriginal and Torres Strait Islander peoples.
- Theorise on different forms of White privilege and racism in healthcare.
- Explicate 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.
- Debate 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
Nursing and Midwifery Board of Australia (NMBA) Registered Nurse Standards for Practice
Thinks critically and analyses nursing practice
Engages in therapeutic and professional relationships
Maintains the capability for practice
Comprehensively conducts assessments
Develops a plan for nursing practice
Provides safe, appropriate and responsive quality nursing practice
Evaluates outcomes to inform nursing practice
Nursing and Midwifery Board of Australia (NMBA) Code of Conduct
Legal compliance
Person-centred practice
Cultural practice and respectful relationships
Professional behaviour
Research in health
Health and wellbeing
International Council of Nurses Code of Ethics for Nurses
Nurses and People
Nurses and Practice
Nurses and the Profession
Nurses and Co-workers
National Safety and Quality Health Service Standards
Clinical governance
Partnering with consumers
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
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Case Study - 40% | |||||
| 2 - Reflective Practice Assignment - 60% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Knowledge | |||||
| 2 - Communication | |||||
| 3 - Cognitive, technical and creative skills | |||||
| 4 - Research | |||||
| 5 - Self-management | |||||
| 6 - Ethical and Professional Responsibility | |||||
| 7 - Leadership | |||||
| 8 - Aboriginal and Torres Strait Islander Cultures | |||||
Textbooks
Kozier & Erb’s Fundamentals of Nursing
Edition: 5th (2021)
Authors: Berman, A., Frandsen, G., Snyder, S., Levett-Jones, T et al.
Pearson
Melbourne Melbourne , Australia , Victoria
ISBN: 9781488626593
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Academic Learning Centre services
- CQUniversity library literature search tools
- Microsoft Word
- Zoom account (Free)
- Zoom app on your smart phone or access to Zoom on your laptop
- CQUniversity Library Resources
- Zoom (both microphone and webcam capability)
- CQUniversity Library search engines for research articles
- CQUniversity Library Nursing/Midwifery/Social Work Resources
- Endnote bibliographic software. This is optional for formatting references
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.
c.hungerford@cqu.edu.au
d.blanchard@cqu.edu.au
Module/Topic
Introduction to the unit
Exploring your own beliefs
Chapter
Events and Submissions/Topic
Module/Topic
Contextualising – walking in someone else’s shoes
Chapter
Events and Submissions/Topic
Module/Topic
From history to contemporary times: Understanding intergenerational trauma
Chapter
Events and Submissions/Topic
Module/Topic
Exploring the constructs of racism and White privilege
Chapter
Events and Submissions/Topic
Assessment 1 Wednesday 6 August 2025
Case Study Due: Week 4 Wednesday (6 Aug 2025) 4:00 pm AEST
Module/Topic
Identifying health gaps: Social and cultural determinants of health
Chapter
Events and Submissions/Topic
Module/Topic
Vacation week
Chapter
Events and Submissions/Topic
Module/Topic
Protective factors: Cultural Safety and community-controlled health services
Chapter
Events and Submissions/Topic
Module/Topic
Primary health care
Chapter
Events and Submissions/Topic
Module/Topic
Respectful communication
Effecting change in practice
Chapter
Events and Submissions/Topic
Assessment 2 Wednesday 10 September 2025
Reflective Practice Assignment Due: Week 8 Wednesday (10 Sept 2025) 4:00 pm AEST
Module/Topic
Advocacy and health promotion
Chapter
Events and Submissions/Topic
Module/Topic
Decolonisation
Chapter
Events and Submissions/Topic
Module/Topic
Social innovation and moving forward
Chapter
Events and Submissions/Topic
Module/Topic
Reflection, debriefing and feedback
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
As this unit is offered online, students are asked to prepare their own individual study plan to undertake self-led and self-directed study throughout the term. A key to your success is a strategic self-directed approach to learning and regular contact with your Unit Coordinator/s. Please check the Announcements and Discussion forums at least twice a week – there will be regular announcements about assessments and unit resources throughout the term and reviewing this information is essential to unit knowledge and your success. CQUniversity communicates with students through CQUniversity email. We recommend that you access your CQUniversity email at least twice a week so that you do not miss vital information about your studies.
1 Case Study
Unit Code: NURS28005
Unit Title: First Nations History and Health
Assessment 1
Type: Case Study
Due date: 4 pm (AEST) Wednesday 6 August 2025 (Week 4)
Extensions: Available as per policy
The 72-hour grace period applies to this assessment
Return date: Wednesday 27 August 2025
Weighting: 40%
Length: 1,500 words +/- 10% (excluding reference list)
Unit Coordinator/s: Dr Denise Blanchard
Learning Outcomes Assessed
Critically review the ongoing impact that colonisation has on the health of Aboriginal and Torres Strait Islander peoples.
Conceptually map current demographic, health indicators and statistical trends for Aboriginal and Torres Strait Islander peoples.
Explicate 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.
Debate 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 (i) the impact of colonisation on health outcomes of Aboriginal and Torres Strait Islander people, and (ii) 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 NUR28005, to discuss the impacts of colonisation on the health, history, and culture of our First Nations peoples.
Read the case scenario provided on the Moodle site.
You must select elements from the scenario provided to illustrate your discussion.
Provide a brief introduction outlining the aim of your assessment and orientate the reader to the plan for your essay (approximately 100 words).
Discuss the following in your assessment (approximately 1,300 words):
The impacts of colonisation. Define colonisation and critically review how historical and ongoing impacts have influenced the health and wellbeing of Aboriginal and Torres Strait Islander Peoples. Discuss how these impacts are evident in Mr. Thompson’s health and healthcare experiences. Use examples from the case study to support your discussion.
Map the current demographic, health indicators and statistical trends relevant to Aboriginal and Torres Strait Islander Peoples. Link these trends to the Social Determinants of Health and highlight gaps in health and wellbeing and their relevance to Mr. Thompson’s case. Discuss the gaps in health and well-being between Indigenous and non- Indigenous populations and how they are trending. Use examples from the scenario provided to emphasise your main points.
Culturally safe care. Critically review the role of Aboriginal and Torres Strait Islander communities and community-controlled health organisations in culturally safe health care. Define the role of Aboriginal and Torres Strait Islander health professionals in providing culturally appropriate health care and the impact this role has on the provision of quality care.
Professional practice factors. Identify one area within the scenario that present a barrier to culturally appropriate care and what action could be taken in your future professional practice
Use the following headings to structure your written essay:
Introduction
Impacts of Colonisation
Current Demographic, Health Indicators and Statistical Trends for Aboriginal and Torres Strait Islander Peoples
Culturally Safe Care
Preparation for Professional Practice
Conclusion
References
Provide a concise conclusion summarising/highlighting the main concepts/key points from your assessment (approximately 100 words).
Week 4 Wednesday (6 Aug 2025) 4:00 pm AEST
Week 6 Wednesday (27 Aug 2025)
Marking for Assessment 1 will include how well you critically analyse the impacts of colonisation on the health and wellbeing of Aboriginal and Torres Strait Islander peoples, using relevant theoretical concepts and examples from the case. You will also be assessed on your ability to interpret demographic and health data, propose strategies for culturally safe care, and identify barriers to care with practical solutions for future practice. Marks will be awarded for the quality and integration of at least 15 contemporary references, academic writing, structure, and correct use of APA referencing.
- Critically review the ongoing impact that colonisation has on the health of Aboriginal and Torres Strait Islander peoples.
- Conceptually map current demographic, health indicators and statistical trends for Aboriginal and Torres Strait Islander peoples.
- Explicate 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.
- Debate professional practice factors that facilitate quality health care for Aboriginal and Torres Strait Islander peoples.
2 Reflective Practice Assignment
Learning Outcomes Assessed
1.Critically review the ongoing impact that colonisation has on the health of Aboriginal and Torres Strait Islander peoples.
3. Theorise on different forms of White privilege and racism in healthcare.
4. Explicate 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. Debate 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 understanding of aspects such as colonisation, the Stolen Generation and its impact on Aboriginal and Torres Strait Islander health, racism and White privilege by completing a focused reflection on a given scenario.
Instructions
Please follow the steps below to complete this assessment task:
You are required to prepare a written reflective report using the 5 R’s Reflective Framework to reflect on the case scenario provided in Moodle from your perspective as a nurse.
Using the 5Rs Reflective Framework and the scenario provided, reflect on the following:
Reporting: Identify and summarise the key issues in this scenario that demonstrate the impact of colonisation, racism, and White privilege on Rob’s healthcare experience (approx. 400 words).
Responding: Reflect on your personal and professional reactions to the attitudes and behaviours displayed by the healthcare staff in this scenario. How do these reactions shape your understanding of culturally safe care? (approx. 400 words).
Relating: Connect this scenario to relevant theories, research, or your understanding of the ongoing effects of colonisation and systemic racism on Aboriginal and Torres Strait Islander health outcomes (approx. 400 words).
Reasoning: Critically evaluate the role that Aboriginal and Torres Strait Islander health professionals, organisations (e.g., the Aboriginal Health Service), and culturally safe programs could play in addressing Rob’s healthcare needs (approx. 400 words).
Reconstructing: Propose strategies you could implement as a future nurse to improve Rob’s experience and outcomes. Consider how you would incorporate cultural humility, person-centred care, and advocacy for systemic change into your practice (approx. 400 words).
Literature and references
In this assessment use at least 15 contemporary references (7 years or less) to support your discussion. 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 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 from government, university, or peak national bodies: for example, the Australian College of Nursing, the Australian Association of Social Workers, Australian Bureau of Statistics, Australian Institute of Health and Welfare. 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. All resources, other than web pages and grey literature, must be sources from the CQUniversity library.
Week 8 Wednesday (10 Sept 2025) 4:00 pm AEST
Week 11 Wednesday (1 Oct 2025)
Assessment 3 will be marked on your ability to apply the 5Rs Reflective Framework to critically reflect on a clinical scenario involving colonisation, racism, and White privilege, and demonstrate insight into how these issues impact healthcare experiences. You will also be assessed on how well you integrate relevant theories and research, reflect on your personal and professional responses, and propose realistic strategies to improve culturally safe care. High-quality academic writing, effective use of at least 15 current scholarly references, and accurate APA 7 referencing are also key components of the marking criteria.
- Critically review the ongoing impact that colonisation has on the health of Aboriginal and Torres Strait Islander peoples.
- Theorise on different forms of White privilege and racism in healthcare.
- Explicate 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.
- Debate 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?
