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 2 - 2025

Term 2 - 2025 Profile
Brisbane
Online
Rockhampton
Term 3 - 2025 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 - 2024 : The overall satisfaction for students in the last offering of this course was 58.23% (`Agree` and `Strongly Agree` responses), based on a 13.46% 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: 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 1-hour duration. Students suggested morning session would have been a better timetable option.
Action Taken
The workshops were retained. Morning, afternoon and evening workshops were offered to students; however, attendance was low. Regardless, those students who attended reported that the workshops were beneficial. The opportunities for students to engage with the teaching team should continue.
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 that differed from other locations and instructional staff. This did not receive positive comments. It is recommended that the timetabling process is streamlined and staff allocation remains consistent. Students commented the key teaching team were approachable, knowledgeable and active in Indigenous communities. The coordinators replied to questions promptly. Students appreciated the industry links and demonstrated that the course is contemporary.
Action Taken
The teaching team remained consistent, with only minor substitutions. Attendance at the workshops on campus was low; however, students who availed of the opportunity reported they were of substantial benefit.
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
Low participation is a continuing trend. Alternate sources of student feedback indicated the opportunity for a direct connection to an academic, and the forum to have an immediate response to their question was valuable. These drop-in sessions should be retained and include both day and evening options.
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
The ALC was further involved in presenting academic writing sessions that linked directly with the Assessment 2 task. Students reported value in these sessions. Practice quizzes were made available to prepare for the Assessment 1 quizzes. Students found this helpful as many had not previously experienced an online times quiz. Both platforms should be retained.
Source: Student SUTE feedback, email and phone call.
Feedback
The provision of evening sessions for distance and working students was reported to be valuable by the limited number of students who attended.
Recommendation
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.
Action Taken
In Progress
Source: Student SUTE feedback and conversations.
Feedback
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.
Recommendation
Maintain the scheduling of the ALC components in the weeks after the content information has been presented to the students by an academic.
Action Taken
In Progress
Source: Attendance records.
Feedback
Student engagement remains low.
Recommendation
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.
Action Taken
In Progress
Source: Student SUTE feedback, emails and conversations.
Feedback
Using a "practice" or parallel case study was a valuable platform to discuss the application of the theory to an authentic situation.
Recommendation
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.
Action Taken
In Progress
Source: Audit of student submissions.
Feedback
Maintaining academic integrity and reducing the number of case reports emerging.
Recommendation
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.
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