NURS11171 - Health, History and Culture of Aboriginal and Torres Strait Islander Peoples

General Information

Unit Synopsis

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

Level Undergraduate
Unit Level 1
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the 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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 1 - 2025

Term 2 - 2025 Profile
Brisbane
Online
Rockhampton
Term 3 - 2025 Profile
Online
Term 2 - 2026 Profile
Brisbane
Online
Rockhampton
Term 3 - 2026 Profile
Online

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).

Assessment Overview

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.

Assessment Tasks

Assessment Task Weighting
1. Online Quiz(zes) 40%
2. Case Study 60%

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

Past Exams

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Previous Feedback

Term 2 - 2023 : The overall satisfaction for students in the last offering of this course was 57.14% (`Agree` and `Strongly Agree` responses), based on a 17.73% response rate.

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.

Source: Medical students' in-class comments and emails.
Feedback
Engaging and dynamic opportunities for discussion and involvement in different types of learning activities.
Recommendation
Keep the structure of the open discussion in the workshops and for online sessions. The use of varied approaches to learning in a workshop environment, such as random quizzes, presentations to produce student contributions will be retained.
Action Taken
The students who attended the workshops participated in the robust discussion and indicated they found this beneficial and stimulating. Students enjoyed the addition of Kahoot (a random quiz interactive game) as highlight to look forward to at the end of every workshop. This should be maintained.
Source: Student survey, in-class comments and email.
Feedback
Workshops for breaking down the written assessment were an ideal learning tool.
Recommendation
Using a parallel scenario and deconstructing the written assessment task was an excellent learning tool. These sessions will be retained.
Action Taken
The workshops that deconstructed the assessment task using a teaching scenario were recorded. Students indicated that attending the live session was more beneficial and provided an opportunity to ask questions and obtain an instant response and clarification. Students reported the interactivity between presenters and their peers of great benefit to their learning.
Source: Student survey and in-class comments.
Feedback
Additional evening sessions to connect to coordinators. Students indicated significant benefits in having access to a coordinator every week. They positively comment on the open structure, indicating coordinators' familiarity with the content.
Recommendation
Maintain options of evening sessions to cater for students who are working and have other committments.
Action Taken
Additional evening sessions were provided, however, these were not well attended. Those students who did attend engaged enthusiastically and were able to apply the teaching to everyday scenarios beneficial to their learning.
Source: Student survey and forums.
Feedback
Delays in turn about time for student essays.
Recommendation
All on-time submissions were returned within two weeks. There were a high number of extension requests, and these were marked outside the two-week turnabout goal. All assessments were returned before the certification of grades of grade and with time for students to request a review.
Action Taken
All on-time submissions were returned within two weeks. There were a high number of extension requests, and these were marked within the two-week turn around goal. All assessments were returned before the certification of grades of grade and with time for students to request a review.
Source: Student feedback in class and email.
Feedback
There was an excellent selection of staff for delivering this sensitive topic. The team were dynamic and encouraged students to discuss the material. It was a good mix of styles and gave an authentic representation of the unit from academic and First Nations People and other cultures. The workshop staff handled contentions and different responses well to create a harmonious environment.
Recommendation
The same delivery team has been requested for the next delivery of this unit.
Action Taken
Although the teaching team changed throughout the term the key coordinators remained constant. This unit would benefit from maintaining the key coordinators for future offerings.
Source: Students experience survey Email Personal communication
Feedback
Workshops
Recommendation
Face-to-face workshops were provided weekly, and although attendance was low the students who participated advised that it was of benefit to their learning. The recommendation is to continue with this practice with workshops of one hour duration. Students suggested morning session would have been a better timetable option.
Action Taken
In Progress
Source: Students experience survey Email Personal communication
Feedback
Teaching team
Recommendation
Students on the Brisbane campus commented on the multiple changes to their face-to-face classes, including room relocation, timing and instructional staff. This did not receive positive comments from the students that this directly impacted. It is recommended that the timetabling process be streamlined and staff allocation remain consistent. Students commented the key teaching team were approachable, knowledgeable and active in First Nations communities. The coordinators replied to questions promptly. Students appreciated the industry links and demonstrated that the course is contemporary.
Action Taken
In Progress
Source: Students experience survey Email Personal communication
Feedback
Drop in Sessions
Recommendation
Although these drop-in sessions had low attendance, those who did participate indicated the sessions were beneficial. Students appreciated the flexibility of both day and evening sessions. It is recommended that the drop-in sessions be maintained in their current format.
Action Taken
In Progress
Source: Students experience survey Email Personal communication
Feedback
Deconstructing the assessment task
Recommendation
Students reported great value in this assessment preparation. While the sessions were recorded students indicated that attending the live session was beneficial and the options of day and evening sessions were well received. The current format is recommended.
Action Taken
In Progress
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  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

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) • • • • •
2 - Case Study • • • • •
Alignment of Graduate Attributes to Learning Outcomes
• Introductory Level
• Intermediate Level
• Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
3 - Critical Thinking • • • •
4 - Information Literacy • •
6 - Information Technology Competence •
7 - Cross Cultural Competence • • •
9 - Social Innovation •
Alignment of Assessment Tasks to Graduate Attributes
• Introductory Level
• Intermediate Level
• Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9 10