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
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 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%).
Past Exams
All University policies are available on the Policy web site, however you may wish to directly view the following policies below.
This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web site .
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
Workshops
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.
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
Teaching team
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.
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
Drop in Sessions
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.
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
Deconstructing the assessment task
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.
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.
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.
In Progress
Source: 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.
In Progress
Source: 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.
In Progress
Source: 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.
In Progress
Source: 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.
In Progress
On successful completion of this unit, you will be able to:
- Describe the impact that colonisation has had on the health of Aboriginal and Torres Strait Islander peoples
- Examine current demographic, health indicators and statistical trends for Aboriginal and Torres Strait Islander peoples
- Define and reflect on different forms of white privilege and racism in healthcare
- 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
- 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
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Online Quiz(zes) | • | • | • | • | • |
| 2 - Case Study | • | • | • | • | • |
| 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 | • | ||||
| Assessment Tasks | Graduate Attributes | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 10 | |